This study aims to get insights into teachers' safety feelings in families, schools, and communities’ partnerships to facilitate the Vietnam context’s moral education process. We used a survey method with the instrument having 19 Likert-scale items, namely teachers' feelings of safeness in SFC partnerships (SSFC). The data from 371 Vietnamese teachers followed a simple random sampling strategy. We conduct multiple regression analyses to get insight into the relationship between four groups of variables and teachers' feelings of safeness, namely teachers’ background, collaborated actions between teachers and families, families’ mental encouragement for teachers, and collaborated actions between families and communities. These results find that the school level, collaborated actions between teachers and families, and families’ mental encouragement for teachers are statistically significant to teachers’ feelings of safety. Moreover, the variable group of collaborated actions between teachers and families records the highest positive beta value in multiple regression analyses. In other words, the improvement of collaborated actions between teachers and families is a critical motivation to leverage teachers’ feelings of safeness in SFC partnerships. These results provide valuable information for sustainable development in moral education.
This paper reviews studies on school safety and safety precautionary measures in schools to safe guard the lives and properties in the school environment. To this end, the review is done under the following headings: theoretical framework; concept of safe school; relevance of the concept of safe school to health education; empirical evidences of studies on school safety. The primary responsibility of every Local Education Authority (LEA) is to ensure a safe and secure environment for students, staff and visitors. Specific actions that schools can take to increase school safety include ways to identify possible warning signs of students-at-risk and provide support to such students who do not feel that they belong in the school community. Working together, schools and community partners can focus their emergency planning using national guidance, including efforts to build a positive school climate to establish relations of trust and respect among students and staff in order to encourage them to share information about threatening behavior before an incident occurs. Students who do not feel safe at school stay home, and when students are not in school, they do not perform academically; it is therefore recommended that students’ perception of safe school is vital for progress in the entire educational endeavour.
The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School ofRagunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students’ parents to obtain data about the implementation of CFS. Interviews were conducted with several important multi-stakeholders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.
How can School/Home Connections Be Improved To Ensure Student Success In Asse...s0127912
This document presents Rebecca Savage's investigation into how school/home connections can be improved to ensure student success in assessment. It explores the importance of school/home connections for student achievement and the community. Surveys found that most educators, students, and parents feel connections need improving, and communicating via text was the preferred method. Theoretical frameworks on parent-teacher relationships and Bronfenbrenner's ecological systems are discussed. A 2002 research project using technology to enhance home-school connections is also referenced.
Attachment Aware Schools Working With Families To Enhance Parental Engagemen...Laurie Smith
This document summarizes findings from the Attachment Aware Schools pilot project, which aimed to improve educational outcomes for vulnerable children through building supportive home-school relationships and parental engagement. The project trained school staff in attachment theory and strategies like emotion coaching. Case studies of 10 children illustrated positive outcomes like improved behavior, family dynamics, and home-school relationships. The project provides an example of how attachment-informed approaches in schools can facilitate collaborative partnerships between home and school to benefit at-risk children.
The document provides an overview of key findings from student engagement surveys conducted as part of the Learning Frontiers initiative in Australia. Some key findings include:
- Around 15% of students report often feeling bored at school and not liking school.
- 38% say they don't often think about lessons once they are over or care about school anymore.
- Engagement appears to decrease with age, as older students are less likely to be engaged.
- A factor analysis showed students generally fall into two groups - those with positive or negative experiences and feelings toward school.
The violence that occurs in the school is one of the problems that is still going on. The school and other stakeholders need to make efforts to minimize the occurrence of violence. So that, the children can study safely and comfortably in school. This research aimed to describe a child-friendly school environment in elementary school. The research procedure used qualitative phenomenological approach. The data collection technique was done by using observation method, interview, and documentation. With a child-friendly school environment, students will feel safe, comfortable, and prosperous. Based on this study results concluded that to create a childfriendly school environment is to create a harmonious social environment of the school, which is a good relationship between the school community, parents of students as well as with other stakeholders. Then, it needs to pay attention to the physical environment of the school, which is related to the condition of school buildings, as well as school infrastructure that supports child-friendly school environment should be secured and can fulfill the students needs.
Implementing Developmentally Appropriate Learning Experiences for Secondary S...iosrjce
Teacher preparation emphasizes application of foundational issues anchored in psychological,
sociological and philosophical underpinnings. With such knowledge, teachers are expected to effectively
organise the learning experiences of children accordingly. This study, therefore, sought to find out to what
extend in-service teachers were able to organise learning experiences that are developmentally appropriate.
The mixed methods approach guided this study, as it was informed by both the positivist and interpretivist
paradigms which acted as lenses through which we viewed this study. Questionnaires, interviews and class
observations were the methods used as data collecting tools. Twenty participants (13 females, 7 males), were
purposively selected from Gweru urban secondary schools of Zimbabwe. It was noted that teachers are not able
to implement Developmentally Appropriate Practices (DAP) for various reasons ranging from heavy teaching
loads, big classes, low teaching motivation, inadequate DAP knowledge among others. In the midst of other
recommendations, it was highlighted that parents were to meaningfully interact with schools to bridge the gap
between the home and the school, notwithstanding challenges facing the teacher which require the urgency
which cannot be gainsaid.
Creating Developmentally and Culturally Responsive LessonsCruzIbarra161
Creating Developmentally and Culturally Responsive Lessons
1
Session Goals
Review key aspects of Piaget’s and Vygotsky’s theories
Discuss how beliefs and biases inform instructional practices
Describe Culturally Responsive Teaching (CRT) and discuss research findings related to CRT
Discuss the process of becoming culturally responsive
Discuss culturally responsive instructional strategies
Teacher performance assessment systems such as the Danielson Framework for Teaching (Danielson, 2013) highlight the need for teachers to demonstrate deep and comprehensive knowledge of their students.
Such an understanding on the part of teachers has been demonstrated to have a positive impact on student learning and behavior (Durlak, 2011).
a 2010 report published by the National Council for Accreditation of Teacher Education (NCATE) notes that “children learn best when educators are skilled in applying developmental principles effectively to maximize student academic, social, and emotional development.” (p. 15).
The report further notes that “teacher knowledge of the social, emotional, and cognitive domains, coupled with the ability to effectively apply strategies based on developmental principles, translates to increased student engagement and improved learning outcomes” (NCATE, 2010, p. 2).
National Institute of Child Health and Human Development (2007) identified key principles that they view as collectively serving to improve teaching practice by broadening teachers’ understanding of children. Among them are 1) teaching requires not only a knowledge of content, but an understanding of children (individually, culturally, and developmentally), 2) teachers must understand how children are influenced by environments outside of school, and 3) teachers must understand how socioemotional development influences learning.
2
Constructivist Theory
Cognitive Constructivism (Piaget’s Cognitive Developmental Theory )
Social Constructivism (Vygotsky’s Sociocultural Theory)
3
Cognitive Constructivism-
Piaget’s Cognitive Developmental Theory (1896-1980)
There are two major aspects to his theory: the process of coming to know and the stages we move through as we gradually acquire this ability.
4
The Process of Coming to Know- Adaptation
Adaptation (which consists of assimilation, accommodation and equilibration) is driven by a biological drive to obtain balance between schemes and the environment (equilibration).
Adaptation, cognitive growth, and discovery
5
Stages Of Development
Sensorimotor stage (birth – 2)
Preoperational stage (2 – 7)
Concrete operational stage (7 – 11)
Formal Operations (11-15 to death)
6
Piaget’s Theory: Implications for Teachers (Slavin, 2005)
A focus on the process of children’s thinking, not just its products
Recognition of the crucial role of children’s ...
This paper reviews studies on school safety and safety precautionary measures in schools to safe guard the lives and properties in the school environment. To this end, the review is done under the following headings: theoretical framework; concept of safe school; relevance of the concept of safe school to health education; empirical evidences of studies on school safety. The primary responsibility of every Local Education Authority (LEA) is to ensure a safe and secure environment for students, staff and visitors. Specific actions that schools can take to increase school safety include ways to identify possible warning signs of students-at-risk and provide support to such students who do not feel that they belong in the school community. Working together, schools and community partners can focus their emergency planning using national guidance, including efforts to build a positive school climate to establish relations of trust and respect among students and staff in order to encourage them to share information about threatening behavior before an incident occurs. Students who do not feel safe at school stay home, and when students are not in school, they do not perform academically; it is therefore recommended that students’ perception of safe school is vital for progress in the entire educational endeavour.
The study was to examine the implementation of child-friendly school (CFS) in a public elementary school. This study employed a single case study method, as Public Elementary School ofRagunan 01 is the unit of research analysis. The school has been declared as a child-friendly school since 2015. The quantitative data generated, however, were only used to see the percentage of the characteristics of CFS model. Thus, the data were gathered through observation, questionnaires and interviews to obtain more comprehensive empirical data. The questionnaire was distributed to all teachers and 15 class coordinators of students’ parents to obtain data about the implementation of CFS. Interviews were conducted with several important multi-stakeholders identified. The results showed that thirteen characteristics of the CFS had been implemented well with a percentage value above 95%. It indicates that this school has been able to realize the CFS model following its principles. Besides, the school has met the requirement of the six essential components of CFS adapted according to Indonesian educational contexts. It indicates that the implementation of CFS is in accordance with the concept of UNICEF but with some differences.
How can School/Home Connections Be Improved To Ensure Student Success In Asse...s0127912
This document presents Rebecca Savage's investigation into how school/home connections can be improved to ensure student success in assessment. It explores the importance of school/home connections for student achievement and the community. Surveys found that most educators, students, and parents feel connections need improving, and communicating via text was the preferred method. Theoretical frameworks on parent-teacher relationships and Bronfenbrenner's ecological systems are discussed. A 2002 research project using technology to enhance home-school connections is also referenced.
Attachment Aware Schools Working With Families To Enhance Parental Engagemen...Laurie Smith
This document summarizes findings from the Attachment Aware Schools pilot project, which aimed to improve educational outcomes for vulnerable children through building supportive home-school relationships and parental engagement. The project trained school staff in attachment theory and strategies like emotion coaching. Case studies of 10 children illustrated positive outcomes like improved behavior, family dynamics, and home-school relationships. The project provides an example of how attachment-informed approaches in schools can facilitate collaborative partnerships between home and school to benefit at-risk children.
The document provides an overview of key findings from student engagement surveys conducted as part of the Learning Frontiers initiative in Australia. Some key findings include:
- Around 15% of students report often feeling bored at school and not liking school.
- 38% say they don't often think about lessons once they are over or care about school anymore.
- Engagement appears to decrease with age, as older students are less likely to be engaged.
- A factor analysis showed students generally fall into two groups - those with positive or negative experiences and feelings toward school.
The violence that occurs in the school is one of the problems that is still going on. The school and other stakeholders need to make efforts to minimize the occurrence of violence. So that, the children can study safely and comfortably in school. This research aimed to describe a child-friendly school environment in elementary school. The research procedure used qualitative phenomenological approach. The data collection technique was done by using observation method, interview, and documentation. With a child-friendly school environment, students will feel safe, comfortable, and prosperous. Based on this study results concluded that to create a childfriendly school environment is to create a harmonious social environment of the school, which is a good relationship between the school community, parents of students as well as with other stakeholders. Then, it needs to pay attention to the physical environment of the school, which is related to the condition of school buildings, as well as school infrastructure that supports child-friendly school environment should be secured and can fulfill the students needs.
Implementing Developmentally Appropriate Learning Experiences for Secondary S...iosrjce
Teacher preparation emphasizes application of foundational issues anchored in psychological,
sociological and philosophical underpinnings. With such knowledge, teachers are expected to effectively
organise the learning experiences of children accordingly. This study, therefore, sought to find out to what
extend in-service teachers were able to organise learning experiences that are developmentally appropriate.
The mixed methods approach guided this study, as it was informed by both the positivist and interpretivist
paradigms which acted as lenses through which we viewed this study. Questionnaires, interviews and class
observations were the methods used as data collecting tools. Twenty participants (13 females, 7 males), were
purposively selected from Gweru urban secondary schools of Zimbabwe. It was noted that teachers are not able
to implement Developmentally Appropriate Practices (DAP) for various reasons ranging from heavy teaching
loads, big classes, low teaching motivation, inadequate DAP knowledge among others. In the midst of other
recommendations, it was highlighted that parents were to meaningfully interact with schools to bridge the gap
between the home and the school, notwithstanding challenges facing the teacher which require the urgency
which cannot be gainsaid.
Creating Developmentally and Culturally Responsive LessonsCruzIbarra161
Creating Developmentally and Culturally Responsive Lessons
1
Session Goals
Review key aspects of Piaget’s and Vygotsky’s theories
Discuss how beliefs and biases inform instructional practices
Describe Culturally Responsive Teaching (CRT) and discuss research findings related to CRT
Discuss the process of becoming culturally responsive
Discuss culturally responsive instructional strategies
Teacher performance assessment systems such as the Danielson Framework for Teaching (Danielson, 2013) highlight the need for teachers to demonstrate deep and comprehensive knowledge of their students.
Such an understanding on the part of teachers has been demonstrated to have a positive impact on student learning and behavior (Durlak, 2011).
a 2010 report published by the National Council for Accreditation of Teacher Education (NCATE) notes that “children learn best when educators are skilled in applying developmental principles effectively to maximize student academic, social, and emotional development.” (p. 15).
The report further notes that “teacher knowledge of the social, emotional, and cognitive domains, coupled with the ability to effectively apply strategies based on developmental principles, translates to increased student engagement and improved learning outcomes” (NCATE, 2010, p. 2).
National Institute of Child Health and Human Development (2007) identified key principles that they view as collectively serving to improve teaching practice by broadening teachers’ understanding of children. Among them are 1) teaching requires not only a knowledge of content, but an understanding of children (individually, culturally, and developmentally), 2) teachers must understand how children are influenced by environments outside of school, and 3) teachers must understand how socioemotional development influences learning.
2
Constructivist Theory
Cognitive Constructivism (Piaget’s Cognitive Developmental Theory )
Social Constructivism (Vygotsky’s Sociocultural Theory)
3
Cognitive Constructivism-
Piaget’s Cognitive Developmental Theory (1896-1980)
There are two major aspects to his theory: the process of coming to know and the stages we move through as we gradually acquire this ability.
4
The Process of Coming to Know- Adaptation
Adaptation (which consists of assimilation, accommodation and equilibration) is driven by a biological drive to obtain balance between schemes and the environment (equilibration).
Adaptation, cognitive growth, and discovery
5
Stages Of Development
Sensorimotor stage (birth – 2)
Preoperational stage (2 – 7)
Concrete operational stage (7 – 11)
Formal Operations (11-15 to death)
6
Piaget’s Theory: Implications for Teachers (Slavin, 2005)
A focus on the process of children’s thinking, not just its products
Recognition of the crucial role of children’s ...
This study aims to determine the role of the school environment on moral and cultural literacy of elementary school students. This is descriptive qualitative research. Data collection techniques are observation, interviews, questionnaire, and documentation. Data analysis techniques are data reduction, data presentation, and conclusions. Data validity using triangulation. Triangulation is to ensure the data validity that takes into consideration aspects of credibility, transferability, dependability, and confirmability. The subjects are 3 teachers and 27 students of 4th, 5th and 6th grade in Muhammadiyah School of Sleman Regency. The results of this study are (1) teachers-students’ relationships have role to foster the character of honesty, fairness, caring, and teachers as role model for students; (2) students-students’ relationships also have role to habituate good behavior to students; (3) school discipline contributes to the students’ moral and cultural formation such as self-awareness, honesty, justice, responsibility, obedience to the rules, good commitment and unfazed by the changing era; (4) these learning implements have role in self-awareness, responsibility and care, because the teaching implements provided by the teachers becomes the students’ responsibility.
The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.
An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
of the society’s perception on teachers’ professionalism. The method
employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
considers teachers whereby they are perceived as disadvantaged population
who cannot fully take part in the social and economic activities due to the
fact that their salary is very low compared other public servants. This low
salary and loss of respect of teachers by the society lead to the job
dissatisfaction and made the teaching profession as a transitional job before
waiting to move to another different professional field.
1. The document is a coversheet for a student named Skye Lowery for a module on primary education. It provides instructions to discuss values that underpin a teacher's role in ensuring a good learning environment for children, with reference to Core Content Framework Standard 7 on managing behavior effectively.
2. The student is asked to consider targets from previous feedback, incorporate additional research sources, and proofread for errors. Permission is given to anonymize the assignment for use as a model.
3. The attached document discusses concepts like establishing routines, creating predictable environments, developing self-regulation, the importance of student-teacher relationships, and use of positive reinforcement to improve behavior and learning.
This document provides a critical review of nine published questionnaires that measure primary school teachers' attitudes towards inclusive education. The review aims to help researchers select the most appropriate questionnaire for their study. Most of the reviewed questionnaires showed acceptable reliability and validity. The Multidimensional Attitudes towards Inclusive Education Scale (MATIES) and the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R) were found to be the only questionnaires that adequately addressed the affective, cognitive and behavioral components of teachers' attitudes, and had strong psychometric properties. The Teachers' Attitude towards Inclusion Scale (TAIS) was also found to be psychometrically sound and to suitably address
Effective communication a tool for improvement of secondary school managementAlexander Decker
This document discusses effective communication as a tool for improving secondary school management. It defines communication and examines its importance in school management functions like planning, organizing, directing, coordinating and controlling. The document outlines various avenues of communication in schools including assemblies, meetings, notice boards, and interactions during lessons. It also describes downward, upward and lateral communication flows. Roadblocks to communication are discussed, including ordering and threatening statements from administrators that discourage open communication. The document concludes that effective communication is essential for school managers to achieve goals and build positive relationships within the school community.
This document is a cover sheet for a primary education assignment submitted by Rachel Wishart. The assignment asks students to demonstrate their understanding of the values that underpin a teacher's role in ensuring a good and safe learning environment for children, with reference to Core Content Framework 7. Rachel Wishart will discuss how building effective relationships and motivating pupils intrinsically and extrinsically can achieve this. She will also set three targets for her personal development.
This document provides an overview of sociological perspectives on education including functionalist, conflict, and interactionist views. It also discusses education policies and systems in the Philippine setting. From a functionalist perspective, education socializes children, promotes social integration, enables social placement, drives social and cultural innovation, and fulfills latent functions. However, conflict theorists argue education also perpetuates social inequality through tracking, standardized testing, and teaching a hidden curriculum. Symbolic interactionism examines gender socialization and the Pygmalion effect in schools. The document also outlines Philippine laws on early childhood education, kindergarten, K-12 curriculum, teacher requirements, and assessments. It analyzes education's role in developing students and contributing to society.
The document provides an overview of values education in the Philippines throughout history. In pre-colonial times, Filipinos valued diplomatic skills and survival skills. During Spanish colonial rule from the 16th to 19th centuries, the Spanish dominated the Filipinos and imposed Catholicism. In the American occupation in the early 20th century, the Americans established new political, economic and educational systems to control the Filipinos. Currently, values education aims to develop students' character and morality through various teaching approaches.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document discusses challenges faced by teachers, including student discipline problems in schools. It begins with an introduction and appreciation section, then defines key concepts like discipline and student misconduct. It reviews literature on the topic and identifies four major challenges: truancy, disrespect towards teachers, violent attacks on teachers, and declining education standards due to unrest. It proposes four ways to overcome these issues: establishing rules and consequences, building teacher-student relationships, applying disciplinary strategies, and creating a harmonious school culture and climate.
This document discusses two educational models - professional learning communities (PLCs) and constructivism. PLCs involve collaborative groups of teachers working toward common goals through sharing knowledge and reflecting on practices. Constructivism is based on the idea that students learn best when they can connect new information to prior knowledge and experiences. The document also examines factors like economics, leadership, social capital, and parental involvement that can impact schools and student achievement. It proposes an educational model centered around technology, PLCs, high expectations, communication, and using data to improve teaching and learning.
The curriculum development process involves designing integrated teaching and learning plans, implementing them, and evaluating if learning objectives are achieved. A curriculum specialist was interviewed about their school district's process. The district determines curriculum needs, adopts materials through a committee process involving demonstrations from publishers, and supports teachers in effective implementation. Both benefits and potential issues with the curriculum adoption process were discussed.
Interpersonal relation and its effect on teaching and learning Alexander Decker
The document summarizes a study that investigated the effect of interpersonal relationships on the teaching and learning process. 100 students from two schools in Ranikhet, India were surveyed using a questionnaire measuring interpersonal relationships between students, teachers, and principals. Statistical analysis found a positive moderate correlation between various interpersonal relationships and teaching/learning, indicating interpersonal interactions can positively impact the educational process. The relationships found to most influence teaching/learning were student-teacher, student-student, and teacher-principal relationships.
An Expedition into Educational Psychology.pdfTEWMAGAZINE
Conceptualize educational psychology as a bridge, connecting psychological principles with adept teaching practices. It delves into the cognitive, emotional, and social factors shaping learning
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes a research study that aimed to develop an inclusive education management model for schools in Indonesia. The study was conducted in three stages: 1) Exploring current conditions, problems, and needs of inclusive education implementation, 2) Formulating an inclusive education learning model, and 3) Determining the effectiveness of the model. Findings revealed that students and learning posed the biggest obstacles and management, students, and learning were the most important factors to consider. Based on this, the study developed a whole school inclusive education model with three stages: input, process, and output, emphasizing collaboration during implementation. A trial of the model in schools showed collaboration is essential for better inclusive education implementation.
A follow up on the performance of monks teaching moralityAlexander Decker
- The study examined the actual and expected performance of monks teaching morality in basic educational institutes in Thailand across four areas: curriculum, teaching, use of instructional media/materials, and evaluation.
- Survey results found the actual performance of monks was lower than expected in all areas except one regarding teaching assignments matching their aptitude.
- Monks and school administrators agreed monks understood curriculum objectives and were skilled in teaching and media selection, but monks wanted more understanding of curriculum structure while administrators expected evaluation and teaching improvements.
- Students and parents understood curriculum structure/objectives and found media appropriate, but students wanted monk-led activities to match learning objectives while parents wanted a modernized, relevant curriculum.
A follow up on the performance of monks teaching moralityAlexander Decker
The document discusses a study on the performance of monks who teach morality in basic educational institutes in Thailand. It finds that the actual performance of the monks is lower than expected in most areas, except for teaching subjects that match their strengths. Monks, administrators, students, and parents generally agree that monks understand curriculum objectives and teach effectively. However, they expect improvements in curriculum understanding, use of evaluation tools, and teaching tailored to student needs. Suggestions include updating curriculum, increasing teaching hours, and better instructional materials.
Recently, there has been a concern in many parts of the world about the teaching strategies employed at higher education institutions (HEI). Empirical evidence shows that pedagogical practices affect the student engagement and academic excellence. Despite progress on the new innovative pedagogies globally, Somaliland HEI are still struggling with the old didactic teaching method which impedes students lifelong learning and future endeavors. Traditional teaching methods of HEI in Somaliland prevented students to unleash their potentials. Guided by the human capital theory, this study examined the status of lecturers’ application to modern pedagogical practices. The 35 lecturers at the University of Hargeisa, Somalia from the different faculties who had received postgraduate diploma in education provided by the university participated in this study. Employed by micro-teaching observation protocol of quantitative research design, the study found out lecture method as the most prevalent in their teaching practicum, with very low student cognitive engagement, inconsistencies with the instructional behavior and inadequate instructional aids. The study therefore proposed a cooperative jigsaw method as a veritable strategy for effective classrooms and better student engagement. The study recommends Somaliland higher education to adopt the policies, guidelines and regulations that guide the universities across the country.
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals’ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from students’ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
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Similar to Teachers’ feelings of safeness in school-family-community partnerships: Motivations for sustainable development in moral education
This study aims to determine the role of the school environment on moral and cultural literacy of elementary school students. This is descriptive qualitative research. Data collection techniques are observation, interviews, questionnaire, and documentation. Data analysis techniques are data reduction, data presentation, and conclusions. Data validity using triangulation. Triangulation is to ensure the data validity that takes into consideration aspects of credibility, transferability, dependability, and confirmability. The subjects are 3 teachers and 27 students of 4th, 5th and 6th grade in Muhammadiyah School of Sleman Regency. The results of this study are (1) teachers-students’ relationships have role to foster the character of honesty, fairness, caring, and teachers as role model for students; (2) students-students’ relationships also have role to habituate good behavior to students; (3) school discipline contributes to the students’ moral and cultural formation such as self-awareness, honesty, justice, responsibility, obedience to the rules, good commitment and unfazed by the changing era; (4) these learning implements have role in self-awareness, responsibility and care, because the teaching implements provided by the teachers becomes the students’ responsibility.
The issue of psychological well-being in education has emerged as an increasingly critical topic in recent years. This is due to the significance of psychological well-being in enhancing the performance of e ducational institutions, encompassing students, teachers, and the process of formulating school policies. This study sought to discover recent research on psychological well-being from an academic perspective. A total of 27 research articles were successfully gathered and reviewed based on the established criteria. This article review was conducted utilizing two databases (SCOPUS and WoS) and the following keywords: "psychological well-being" combined with "AND" and other search terms such as "school", "teacher", and "student". This systematic review offers a synthesis of results that can serve as the initial step in developing constructs of psychological well-being in educational institutions, thus implying the importance of psychological well-being for teachers and students. The results of the analysis from this systematic literature review have been discussed and concluded in this study.
An effective teaching contributes to the students’ performance and this
depends on qualified-trained teachers, school administration, parents and
conducive environment for teaching and learning. It is proven that students
are more successful in their academic achievements, in the societies where
teachers perceive their profession as their job. This paper explores the impact
of the society’s perception on teachers’ professionalism. The method
employed in this paper is qualitative by using interview technique and used
audio-recorded to ensure a complete transcript. The result indicated that in
some developing countries including Cameroon, Kenya and Fiji has various
reasons for their job. Teaching profession was affected by how the society
considers teachers whereby they are perceived as disadvantaged population
who cannot fully take part in the social and economic activities due to the
fact that their salary is very low compared other public servants. This low
salary and loss of respect of teachers by the society lead to the job
dissatisfaction and made the teaching profession as a transitional job before
waiting to move to another different professional field.
1. The document is a coversheet for a student named Skye Lowery for a module on primary education. It provides instructions to discuss values that underpin a teacher's role in ensuring a good learning environment for children, with reference to Core Content Framework Standard 7 on managing behavior effectively.
2. The student is asked to consider targets from previous feedback, incorporate additional research sources, and proofread for errors. Permission is given to anonymize the assignment for use as a model.
3. The attached document discusses concepts like establishing routines, creating predictable environments, developing self-regulation, the importance of student-teacher relationships, and use of positive reinforcement to improve behavior and learning.
This document provides a critical review of nine published questionnaires that measure primary school teachers' attitudes towards inclusive education. The review aims to help researchers select the most appropriate questionnaire for their study. Most of the reviewed questionnaires showed acceptable reliability and validity. The Multidimensional Attitudes towards Inclusive Education Scale (MATIES) and the Sentiments, Attitudes, and Concerns about Inclusive Education Revised Scale (SACIE-R) were found to be the only questionnaires that adequately addressed the affective, cognitive and behavioral components of teachers' attitudes, and had strong psychometric properties. The Teachers' Attitude towards Inclusion Scale (TAIS) was also found to be psychometrically sound and to suitably address
Effective communication a tool for improvement of secondary school managementAlexander Decker
This document discusses effective communication as a tool for improving secondary school management. It defines communication and examines its importance in school management functions like planning, organizing, directing, coordinating and controlling. The document outlines various avenues of communication in schools including assemblies, meetings, notice boards, and interactions during lessons. It also describes downward, upward and lateral communication flows. Roadblocks to communication are discussed, including ordering and threatening statements from administrators that discourage open communication. The document concludes that effective communication is essential for school managers to achieve goals and build positive relationships within the school community.
This document is a cover sheet for a primary education assignment submitted by Rachel Wishart. The assignment asks students to demonstrate their understanding of the values that underpin a teacher's role in ensuring a good and safe learning environment for children, with reference to Core Content Framework 7. Rachel Wishart will discuss how building effective relationships and motivating pupils intrinsically and extrinsically can achieve this. She will also set three targets for her personal development.
This document provides an overview of sociological perspectives on education including functionalist, conflict, and interactionist views. It also discusses education policies and systems in the Philippine setting. From a functionalist perspective, education socializes children, promotes social integration, enables social placement, drives social and cultural innovation, and fulfills latent functions. However, conflict theorists argue education also perpetuates social inequality through tracking, standardized testing, and teaching a hidden curriculum. Symbolic interactionism examines gender socialization and the Pygmalion effect in schools. The document also outlines Philippine laws on early childhood education, kindergarten, K-12 curriculum, teacher requirements, and assessments. It analyzes education's role in developing students and contributing to society.
The document provides an overview of values education in the Philippines throughout history. In pre-colonial times, Filipinos valued diplomatic skills and survival skills. During Spanish colonial rule from the 16th to 19th centuries, the Spanish dominated the Filipinos and imposed Catholicism. In the American occupation in the early 20th century, the Americans established new political, economic and educational systems to control the Filipinos. Currently, values education aims to develop students' character and morality through various teaching approaches.
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document discusses challenges faced by teachers, including student discipline problems in schools. It begins with an introduction and appreciation section, then defines key concepts like discipline and student misconduct. It reviews literature on the topic and identifies four major challenges: truancy, disrespect towards teachers, violent attacks on teachers, and declining education standards due to unrest. It proposes four ways to overcome these issues: establishing rules and consequences, building teacher-student relationships, applying disciplinary strategies, and creating a harmonious school culture and climate.
This document discusses two educational models - professional learning communities (PLCs) and constructivism. PLCs involve collaborative groups of teachers working toward common goals through sharing knowledge and reflecting on practices. Constructivism is based on the idea that students learn best when they can connect new information to prior knowledge and experiences. The document also examines factors like economics, leadership, social capital, and parental involvement that can impact schools and student achievement. It proposes an educational model centered around technology, PLCs, high expectations, communication, and using data to improve teaching and learning.
The curriculum development process involves designing integrated teaching and learning plans, implementing them, and evaluating if learning objectives are achieved. A curriculum specialist was interviewed about their school district's process. The district determines curriculum needs, adopts materials through a committee process involving demonstrations from publishers, and supports teachers in effective implementation. Both benefits and potential issues with the curriculum adoption process were discussed.
Interpersonal relation and its effect on teaching and learning Alexander Decker
The document summarizes a study that investigated the effect of interpersonal relationships on the teaching and learning process. 100 students from two schools in Ranikhet, India were surveyed using a questionnaire measuring interpersonal relationships between students, teachers, and principals. Statistical analysis found a positive moderate correlation between various interpersonal relationships and teaching/learning, indicating interpersonal interactions can positively impact the educational process. The relationships found to most influence teaching/learning were student-teacher, student-student, and teacher-principal relationships.
An Expedition into Educational Psychology.pdfTEWMAGAZINE
Conceptualize educational psychology as a bridge, connecting psychological principles with adept teaching practices. It delves into the cognitive, emotional, and social factors shaping learning
International Journal of Humanities and Social Science Invention (IJHSSI)inventionjournals
International Journal of Humanities and Social Science Invention (IJHSSI) is an international journal intended for professionals and researchers in all fields of Humanities and Social Science. IJHSSI publishes research articles and reviews within the whole field Humanities and Social Science, new teaching methods, assessment, validation and the impact of new technologies and it will continue to provide information on the latest trends and developments in this ever-expanding subject. The publications of papers are selected through double peer reviewed to ensure originality, relevance, and readability. The articles published in our journal can be accessed online.
This document summarizes a research study that aimed to develop an inclusive education management model for schools in Indonesia. The study was conducted in three stages: 1) Exploring current conditions, problems, and needs of inclusive education implementation, 2) Formulating an inclusive education learning model, and 3) Determining the effectiveness of the model. Findings revealed that students and learning posed the biggest obstacles and management, students, and learning were the most important factors to consider. Based on this, the study developed a whole school inclusive education model with three stages: input, process, and output, emphasizing collaboration during implementation. A trial of the model in schools showed collaboration is essential for better inclusive education implementation.
A follow up on the performance of monks teaching moralityAlexander Decker
- The study examined the actual and expected performance of monks teaching morality in basic educational institutes in Thailand across four areas: curriculum, teaching, use of instructional media/materials, and evaluation.
- Survey results found the actual performance of monks was lower than expected in all areas except one regarding teaching assignments matching their aptitude.
- Monks and school administrators agreed monks understood curriculum objectives and were skilled in teaching and media selection, but monks wanted more understanding of curriculum structure while administrators expected evaluation and teaching improvements.
- Students and parents understood curriculum structure/objectives and found media appropriate, but students wanted monk-led activities to match learning objectives while parents wanted a modernized, relevant curriculum.
A follow up on the performance of monks teaching moralityAlexander Decker
The document discusses a study on the performance of monks who teach morality in basic educational institutes in Thailand. It finds that the actual performance of the monks is lower than expected in most areas, except for teaching subjects that match their strengths. Monks, administrators, students, and parents generally agree that monks understand curriculum objectives and teach effectively. However, they expect improvements in curriculum understanding, use of evaluation tools, and teaching tailored to student needs. Suggestions include updating curriculum, increasing teaching hours, and better instructional materials.
Recently, there has been a concern in many parts of the world about the teaching strategies employed at higher education institutions (HEI). Empirical evidence shows that pedagogical practices affect the student engagement and academic excellence. Despite progress on the new innovative pedagogies globally, Somaliland HEI are still struggling with the old didactic teaching method which impedes students lifelong learning and future endeavors. Traditional teaching methods of HEI in Somaliland prevented students to unleash their potentials. Guided by the human capital theory, this study examined the status of lecturers’ application to modern pedagogical practices. The 35 lecturers at the University of Hargeisa, Somalia from the different faculties who had received postgraduate diploma in education provided by the university participated in this study. Employed by micro-teaching observation protocol of quantitative research design, the study found out lecture method as the most prevalent in their teaching practicum, with very low student cognitive engagement, inconsistencies with the instructional behavior and inadequate instructional aids. The study therefore proposed a cooperative jigsaw method as a veritable strategy for effective classrooms and better student engagement. The study recommends Somaliland higher education to adopt the policies, guidelines and regulations that guide the universities across the country.
Similar to Teachers’ feelings of safeness in school-family-community partnerships: Motivations for sustainable development in moral education (20)
In second or foreign language learning, attitudinal factors were one of the key factors that determine language success and achievement. In Indonesia, foreign language (English) has been taught since elementary school, however research showed most Indonesian language learners in English showed unsatisfactorily result. This research aimed at disclosing the students’ attitudinal factors in learning foreign language by exploring their first experience in learning foreign language. This qualitative study employed exploratory case study design to interview students’ attitudinal factors by exploring the students past experience at first time learning foreign language. These students were from different education unit background when they were in elementary school. This study applied thematic analysis to interpret and analyze the data. The findings showed in case of attitudinal factors were categorized into three components that were cognitive, affective, and behavior. In case of cognitive and affective components, those who had good experiences felt happy in their first experience in foreign language and the vice versa. However, both were having similar learning behavior when they serve as an English teacher, they adopted particular learning behavior that was able to make students enjoy the foreign language learning.
In current assessment practice, self-ratings and questionnaires are a dominant tool used to measure the skills called social and emotional skills or non-cognitive skills, although the tools are affected by various biases. In this regard, the anchoring vignette approach was introduced against the biases, correcting individuals’ self-rated responses based on their rating of hypothetical individuals in the scenario. Drawing from students’ self-rated social and emotional skills in mathematics, this paper presented the study which examined the effect of anchoring vignette approach on reliability and correlation by comparing self-rated and vignette-corrected scales. Research participants were Mongolian students in ninth grade (N=308). The participants were administered in two scales: self-ratings for math perseverance and cooperative learning in math, followed by a vignette set. The vignette-corrected scale showed higher reliability than the self-rating scale for both math perseverance and cooperative learning in math. Besides, the vignette-corrected scales for gender and region showed a stronger and more significant correlation than the self-rating scales, suggesting that there might be gender- and region-related differences in the way the students act in math class. In summary, these findings suggest that the anchoring vignette approach has the potential to measure social and emotional or non-cognitive aspects of mathematics in a more reliable way. Future studies could further investigate the reliability and validity of the anchoring vignette approach by including more cultural groups and designing the vignettes while considering various math contents and vignette gender.
This document describes the development of a non-test instrument (questionnaire) to evaluate the use of webtoons as an educational medium among students. The researchers used the ADDIE model to develop the instrument. They administered an online questionnaire to 55 respondents and analyzed the data using SPSS. The results found the instrument to be valid, with an agreement percentage of 82.75%, and reliable, with a Cronbach's alpha score of 0.942. Thus, the developed non-test instrument for evaluating webtoons as an educational tool was proven to be valid and reliable.
Achievement motivation evolved fast in the educational field. In this development, the trichotomous and the 2X2 models received myriad attention from the educational specialist. However, there is a debate about which is better between the two models. This study aimed to intercede this debate and argue that the study's duration should be accounted for in the validation. Approach goals should dominate new students' achievement goals, and old students' achievement goals will show the balance of approach and avoidance goals. For these reasons, this study gathers the data from 350 new students and 203 old students. Confirmatory factor analysis reveals that the trichotomous is the best model for new student segments. While for the old student segment, the 2X2 model shows its efficacy. Therefore, for the new students' segment, achievement goals consist of mastery-approach, performance-approach, and performance-avoidance goals. For the old students, besides those three-goal orientations, mastery-avoidance goals are also included. As expected, the independent sample t-test shows that new students have higher mastery-approach and performance-approach goals than old students have. Self-efficacy is more influential in the new than old student segments, as shown by simple linear regression. This study is still stuck to a single cross-sectional design. Further research can utilize longitudinal research with segmental-based analysis and pay attention to gender, major, social class, or other potential moderation variables.
This study examined the relationship between religiosity, religious coping, and psychological distress among 467 Muslim university students in Malaysia. The students completed questionnaires assessing religiosity, religious coping styles, and symptoms of depression, anxiety, and stress. The results showed relatively high levels of depression, anxiety, and stress among the students. Negative religious coping was significantly associated with greater anxiety and depressive symptoms, while positive religious coping showed a small association with fewer depressive symptoms. The findings suggest that religious coping strategies influence the mental health of these students, and negative religious coping in particular may exacerbate psychological distress.
Knowledge of the Islam at every student is supported by many factors, one of which is the Arabic language compentence. This research aimed to evaluate and find Arabic language learning construction in strengthening al-Islam at higher education. The desire to find the construction is because there is no visible connection between Arabic language learning and al-Islam learning so that clarity of learning objectives, learning materials, learning implementation, and evaluation systems of Arabic language learning at higher education is needed. In line with this purpose, this study used a qualitative method with a phenomenological approach. The sources of data were facts, Arabic language lecturers, al-Islam lecturers, and students purposively. Data were analyzed by using critical realism. The results of the study proved that the reconstruction of learning objectives, materials, implementation, and evaluation systems is needed to realize Arabic language learning that can strengthen al-Islam at higer education.
1. The study aimed to determine junior high school students' emotional intelligence, especially in managing emotions, recognizing emotions, and motivating themselves.
2. A questionnaire and interviews were used to collect data from 102 students. The results found that 61.8% of students were good at recognizing emotions, 53.9% were good at managing emotions, and 60.8% were good at motivating themselves.
3. Students need opportunities to develop direct experiences and thoughts during learning activities to improve their emotional intelligence.
This research aimed to reveal the views of secondary school students on ideal teacher qualifications. For this purpose, research was carried out in a phenomenological pattern, which is one of the qualitative research methods. The study was carried out with 76 students who were studying in a secondary school in the 2017-2018 academic year. The data were obtained with the repertory grid technique and interview technique. As a result of the analysis of the data, it was seen that the qualifications of the teachers considered ideal by the participants were among the general competencies of the teaching profession. According to the results of this research, ideally, teachers are expected to provide good and fun lessons, not discriminate among students, be friendly and calm in communications with students, and ensure discipline and democracy in the classroom environment.
Web Pedagogical Content Knowledge (WPACK) is an important competence for pre-service teachers in the educational technology course. However, novice pre-service teachers require the preparation stage to integrate the Web into instruction. The purpose of the study was to develop and to investigate the new instructional model for pre-service teachers in integrating the Web. The Preparation, Isolation, Transformation, Action, Reflection, and Revision (PINTARR) and two other models were implemented in three physics education technology groups with seventy-four participants. The instrument test was constructed to assess the pre-service teachers’ competencies, namely Student analysis, Curriculum organization, Instructional strategy selection, Evaluation, Technological knowledge, and Physics knowledge. The result of MANOVA showed pre-service teachers in PINTARR group outperformed overall the pre-service teachers’ competencies rather than the Multimedia and Web Design Learning group. The results indicated that the Preparation and the Isolation stage were the most important for novice pre-service teachers in improving the competencies.
This study surveyed the views of natural science (NS) teachers on the challenges affecting upper primary learners’ performance in NS at three combined schools in Namibia's Omusati Region. Seven NS teachers were interviewed. The key findings were:
1) Teachers reported that the major challenges were lack of teaching resources, the use of English as the medium of instruction for some learners who don't speak it well, and lack of guidance from subject advisory teachers.
2) Other challenges identified included learner absenteeism, overcrowded classrooms, an unfavorable teaching environment, and lack of laboratories.
3) The study recommended that the government provide schools with more resources, build laboratories, improve classroom infrastructure,
The purpose of this study was to examine the influence of the sorogan method in history learning to improve students' historical understanding and historical awareness. The research method used a quasi-experimental nonequivalent control group design, and the sampling technique used a cluster sampling with a sample size of 96 students. Collecting data through observation, interviews, and tests of historical understanding and awareness. Meanwhile, data analysis to determine the effect and differences of the sorogan method to increase understanding and historical awareness using the independent sample t-test and N-gain score test. The results showed that there were a significant influence and difference between the two groups, namely the experimental and control classes based on the results of the independent sample t-test, the hypothesis H0 was rejected with a significance value of 0.000<0.05, further strengthened by the results of the N-gain score test which was included in the criteria low and medium. This means that there is an influence and increase from the implementation of the sorogan method on historical understanding and awareness and getting a positive response from teachers and students, because the sorogan method is student-centered, and the teacher acts as tutorship/mentorship.
The study aimed to investigate the influence of total quality management and school governance on school management effectiveness, whether school governance as an antecedent of total quality management and school management effectiveness. The object of research is the vocational high school with the Regional Public Service Agency status (school-based enterprise) in Indonesia. The research is a quantitative research with survey method. The sample of 533 people who are school principals, teachers, and students. It was selected by proportional stratified random sampling. The data analysis using structural equation modeling (SEM). The research finding is the total quality management has a significant influence on school management effectiveness. The mediation analysis indicates that school governance as the antecedent of total quality management and school management effectiveness. The improvement of effectiveness school-based enterprises should consider implementing total quality management and it will be increasingly by school governance application. The modeling that correlates total quality management and school governance to improved vocational school management effectiveness, especially at vocational school with Regional Public Service Agency status (school-based enterprise).
This study aimed to determine the professional identity concept based on professionalism requirement in Malaysia’s new preschool curriculum. Three professional identities identified through works of literature such as professional qualifications, experience and professional development were verified based on the constructed hypothesis to validate the concept of professional identity. The analysis findings showed a significant difference between professional qualifications. The same analysis, however, demonstrated that there was no significant difference on the preschool curriculum knowledge with regards to experience, but there was a significant indication of interaction between professional qualifications and experience on preschool curriculum knowledge. Meanwhile, for the one-way ANOVA test, there was a significant difference in the preschool curriculum knowledge based on professional development. The findings of this study confirmed that professional knowledge and professional development respectively hold a direct impact on the preschool curriculum, while experience acts as a support for professional qualifications.
This study aimed to evaluate the learning styles among healthcare students and to study the relationship with their academic achievement. This cross-sectional study was conducted among 137 healthcare students from six different courses. Data was collected using a self-administered questionnaire and developed based on the original visual, aural/auditory, read/write, and kinesthetic (VARK) assessment. The questionnaire was divided into two sections: the demographic status and the learning style perspective. A total of 119 respondents (86.8%) has chosen unimodal as their learning styles, while the rest of the 18 respondents (13.2%) choose multimodal as their preferred learning method. Among the unimodal learning styles, visual (32%) and reading (26%) were most preferred among respondents. The auditory and kinesthetic methods of learning were less and accounted for 10% to 20%. Notably, in multimodal learning styles preferences, 4% of students prefer a combination learning style of visual and kinesthetic methods. There was no significant relationship between learning styles and academic achievement using Pearson’s Chi-square test (p>0.05). Hence, both were independent of one another. Hence, some of the dominant learning styles needed to be considered based on their future profession.
Character education is also important given to autistic children. This phenomenological research aims to reveal the teacher's experience in teaching character education for autistic children. The participants in this research were 10 teachers from three exceptional schools consisting of public and private exceptional schools. In-depth interview method as a data collection technique. Data analysis using semantic reduction is carried out by the stages of identifying important statements from the results of the interview, determining the theme of the discussion, and describing the significance of the whole the teacher's experience. The results found that character learning for autistic children through three models, namely explanatory, practice, and intensive mentoring. The explanatory model is used to practice the ability of autistic children in terms of building children's concentration and focus. The practice model is used to train autistic children soft skills in terms of strengthening the understanding of the material and its reasoning ability. While the intensive mentoring model for training soft skills autistic children related to the ability of interpersonal relationships and confidence. Therefore, the inclusion of teacher competencies must at a minimum include pedagogical, personal, and social abilities to teach character education for autistic children.
Employability is an important factor that can determine the quality of prospective graduates, especially in vocational high schools. Therefore, vocational high schools, as one of the educational institutions that prepare workforce resources, need to pay attention to factors that can increase their students' employability. This study aims to empirically examine the role of self-efficacy and the peer interaction on student employability. The subjects of this study were 132 students at Vocational High School Muhammadiyah Prambanan. The data were collected through an employability scale, a self-efficacy scale, and a peer interaction scale. The data were then analyzed with multiple linear regression techniques. The results showed that: 1) Simultaneously, there was a very significant role that self-efficacy and peer interaction have on employability with p=0.000 (p<0.01); 2) Partially, there was also a very significant role that self-efficacy has on employability with p=0.000 (p<0.01); 3) Peer interaction also had a partially significant role on employability with p=0.001 (p<0.01). Both self-efficacy and peer interaction simultaneously contributed 40.8% to employability, but self-efficacy had a more dominant role (26.7%) than peer interactions (14.1%).
Guided by the lens of Bourdieu, this study examined the relationship of the students' economic capital (parents' monthly income and students' weekly allowance) and cultural capital (parents' highest educational attainment and students' community involvement) to their college readiness. The study utilized a descriptive-correlational design, and data were collected from 6,626 K-12 graduates enrolled in one state-university in Cagayan Valley Region, Philippines. The results reveal that the respondents have parents who have income below the Philippine poverty threshold level and have obtained a secondary level of education. They, too, are college-unready, implying that the competencies they obtained from their basic education need further enhancement. Moreover, economic and cultural capital becomes significant resources that are valuable in explaining the college readiness of Filipino Senior High School (SHS) graduates. Those who come from families with higher economic and cultural capital tend to have higher college readiness. Remarkably, the low economic and cultural capital of the students possibly explains their lack of college readiness. As they have less economic and cultural capital, they tend to have fewer competencies to capacitate them in hurdling tertiary education. Hence, these disadvantaged students generally struggle to achieve more and to be successful in life.
The research has been carried out at the Islamic junior high school of East Lampung to determine the effectiveness of the Connecting, Organizing, Reflecting, and Extending (CORE) learning model on students’ creative thinking skills on sound waves topic. The research method used was a quasi-experimental design with Non-Equivalent Control Group Design. Data on creative thinking skill were collected using essay test instrument. This research was conducted on the eighth-grade students of an Islamic senior high school in East Lampung with a sample of 60 students taken by using purposive sampling technique. Based on the Effect Size test, the effectiveness value of the CORE model on students’ creative thinking skills are 0.48 which is in the medium category. These results prove that the CORE learning model is effective in enhancing students’ creative thinking skills on sound wave material. This study also provides a storyboard on how to apply an effective CORE model to improve students’ creative thinking abilities.
The condition of all countries in the world is devastated by the presence of a corona virus epidemic known as Corona Virus Diseases-19 (COVID-19). The efforts of the Indonesian government to break the chain of distribution of COVID-19 in the midst of society is to impose a policy of keeping distance, avoiding publicity, frequent hand washing and wearing masks. This also has an impact on the field of education where learning from home is also known as work from home (WFH). Learning is done with an online learning system that at least applies distance, physical social protection. Blended learning is one that is done using the Edmodo application, which can be done online at home. The purpose of this study is to find out how effective the use of the blended-learning learning model with Edmodo applications is to students of Informatics Engineering Education during the COVID-19 pandemic. This research is a quasi-experimental design with a pre-test and post-test control group. The results of this study indicate that the use of Edmodo's blended-learning learning model in Information Technology Education students during the COVID-19 pandemic period is effective and can be used as a virtual learning solution.
One of the most important elements involved in the development of countries is teachers. Therefore, developing countries should pay attention to training good teachers. Thus, the purpose of this study was to present the opinions of teachers and prospective teachers on the “teaching experience” course. The study is based on a qualitative research. The data were collected from 84 teachers in Şanlıurfa, an eastern city of Turkey and 88 prospective teachers (undergraduate seniors) studying at Mersin University, Turkey. Semi-structured interview form was utilized to collect the required data. Besides, content analysis was applied in the study. The data have been expressed in numbers. Results have displayed that there are problems arising from the stakeholders in the “teaching experience” lesson. The types of schools attending internships are not inclusive. Not all stakeholders are working cooperatively. Moreover, the following suggestions were accordingly put forward: 1) The internship duration can be extended; 2) Applications covering all types of schools should be added; and 3) Stakeholders should be encouraged to work in a collaborative way.
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The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
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Teachers’ feelings of safeness in school-family-community partnerships: Motivations for sustainable development in moral education
1. International Journal of Evaluation and Research in Education (IJERE)
Vol. 10, No. 1, March 2021, pp. 97~107
ISSN: 2252-8822, DOI: 10.11591/ijere.v10i1.20798 97
Journal homepage: http://ijere.iaescore.com
Teachers’ feelings of safeness in school-family-community
partnerships: Motivations for sustainable development in moral
education
Nguyen Thi Ngoc Lien1
, Nguyen Thi To Khuyen2
, Nguyen Thi Tho3
, Nguyen Ngan Hoa4,
Nguyen Thi
Hanh5
, Chu Cam Tho6
, Tuong Duy Hai7
, Nguyen Van Bien8
1,3,6,7,8
Hanoi National University of Education, Hanoi, Vietnam
2
National Taiwan Normal University, Taipei, Taiwan
4
Victoria Thang Long School, Hanoi, Vietnam
5
Diplomatic Academy of Vietnam, Hanoi, Vietnam
6
The Vietnam National Institute of Educational Sciences, Hanoi, Vietnam
Article Info ABSTRACT
Article history:
Received Jun 12, 2020
Revised Dec 23, 2020
Accepted Jan 23, 2021
This study aims to get insights into teachers' safety feelings in families,
schools, and communities’ partnerships to facilitate the Vietnam context’s
moral education process. We used a survey method with the instrument
having 19 Likert-scale items, namely teachers' feelings of safeness in SFC
partnerships (SSFC). The data from 371 Vietnamese teachers followed a
simple random sampling strategy. We conduct multiple regression analyses
to get insight into the relationship between four groups of variables and
teachers' feelings of safeness, namely teachers’ background, collaborated
actions between teachers and families, families’ mental encouragement for
teachers, and collaborated actions between families and communities. These
results find that the school level, collaborated actions between teachers and
families, and families’ mental encouragement for teachers are statistically
significant to teachers’ feelings of safety. Moreover, the variable group of
collaborated actions between teachers and families records the highest
positive beta value in multiple regression analyses. In other words, the
improvement of collaborated actions between teachers and families is a
critical motivation to leverage teachers’ feelings of safeness in SFC
partnerships. These results provide valuable information for sustainable
development in moral education.
Keywords:
Effective moral education
Motivation
Partnerships
Sustainable moral education
Teachers’ safeness
This is an open access article under the CC BY-SA license.
Corresponding Author:
Nguyen Van Bien
Hanoi National University of Education
165 Xuan Thuy Street, Cau Giay District, Hanoi, 10000, Vietnam
Email: biennv@hnue.edu.vn
1. INTRODUCTION
Moral education plays an essential role in modern complex society because of the influences on the
development of students' personal worldviews. Van der Kooij, et al. [1] explained that every approach to
moral education encompassed the underlying ontological beliefs: the purpose of human beings, how people
should act, and people's roles in the world. Van der Kooij, et al. [1] emphasized that the influence of moral
education on personal worldviews is inevitable and minimal. By enhancing the moral development of
students, the quality of society was contributed. In other words, the importance of moral education emerged
from a society perspective [2-4]. Facilitating students to understand the social world is the main domain to
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approach moral education [5]. Therefore, the investigations of moral education from the local context is a
necessity to address social features. For example, while Peru was advocated as a diverse country with many
indigenous people, moral education needs to be intercultural moral education to reach sustainable peace,
ecological harmony, and socio justice [2]. Vietnam is another example since moral education was formed and
defined based on Confucianism, policies, or major religions [6].
Families, schools, and communities inevitably affect moral education in Vietnam. Vietnam's moral
education exists in two different systems, namely traditional morality and socialist morality [6, 7]. Informal
channels in education are utilized for traditional morality, such as family educations and religious
institutions. Meanwhile, socialist morality is implemented through formal channels of the national curriculum
and in various social activities and movements [6]. Consequently, students are taught morality in families,
schools, and communities as well. The collaborations of families, schools, and communities are valuable to
impact students' outcomes [8-10]. In other words, none of the families, schools, and communities solely
impacts moral education in Vietnam. The coordination among schools, families, and communities (SFC)
become a prerequisite to facilitate moral education [11].
Teachers are crucial for the success of SFC partnerships. Schools might bring all three spheres of
influence closer together by conducting high-quality communications and interactions at both the institutional
and the individual levels [11]. At the institutional level, schools organize events and invite all families or
send the same notifications to all families. The dialogues between parents and teachers at the meetings or talk
by phone are examples at the individual level. At the institutional level, teachers are implicitly on behalf of
schools to interact directly with parents. Besides, teachers also transmit students' and families' feedback to
schools. Teachers directly implement moral education through at the individual level formal channels such as
the national curriculum and are moral exemplars for students [12]
Psychology safety facilitates the effectiveness of learning in an educational environment [13-16].
The psychology safety in an educational environment enables members not to be punished even for negative
consequences and they are comfortable in such environments [16]. Teachers often think about other people's
reactions when making a decision. Teachers will probably abandon the acts that make others could criticize
teachers. Psychology safety helps teachers overcome anxiety to implement innovative teaching practices [16, 17].
Research literature describes that teachers need to feel adequately safe to communicate confidently
and cooperate effectively with families, schools, and communities. Swick (as cited in [18]) noted that feeling
comfortable and secure was essential to have authentic, meaningful, and growth-promoting communications
to empowering partnerships. However, in reality, many teachers do not feel adequate safeness. The following
reasons can be explained these. First, while the model of SFC partnerships is student-centered [11], there
were still differences in goals and agendas in families, schools, and community partnerships [19].
Consequently, families, schools, and communities have different emotions and actions. Second, teachers
were not often faith enough in teachers' self-worth that lead teachers to be straggle to have positive
relationships with families ([20]; as cited in [19]). Third, based on teachers' interviews qualitative analysis,
the researcher [21] realized that teachers concerned about parents' insufficient attitude to conduct high-
quality dialogues.
Both internal and external factors influence the teachers' feeling of safeness in SFC partnerships [15]
Notably, behaviors are bi-direction with environmental influences and personal factors, including attitude and
particular features [22]. There are two main kinds of elements: 1) teachers' background characteristics; and 2)
actions in SFC partnerships. While teachers are vital people to coordinate families, schools, and community
partnerships, the insights of teachers' feeling of safeness are becoming prerequisites. Figure 1 illustrates the
factors affecting teachers' feelings of safeness in schools, families, and community (SFC) partnerships.
Geography school locations, teaching experiences, educational backgrounds, and school-levels are teachers'
background characteristics. Collaborated actions between teachers and families, families' mental
encouragement for teachers, and collaborated actions between families and communities are examined as
actions in SFC partnerships. While many teachers do not feel adequate safeness, there is a need to explore
factors related to teachers' feelings of safeness. While many studies concluded that psychology safety
significantly correlated with teachers' voices [13, 15, 16], a few studies investigated factors that could affect
teachers' feelings of safeness. The researcher [16] confirmed ethical leadership would be positively related to
psychological safety. However, how the actions in SFC partnerships affect teachers' feelings of safeness has
not been revealed. The current study aims to reveal the factors affecting teachers' feelings of safeness in SFC
partnerships, including personal and external factors.
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Figure 1. Theoretical framework for teachers' feelings of safeness in SFC partnerships
2. RESEARCH METHOD
2.1. Research design
We employed the survey research methodology to measure teachers' safeness in SFC partnerships in
moral education. The cross-sectional survey was utilized to analyze relations between variables and the
differences between sub-samples [23]. We surveyed in April and May 2019 in seven areas from the North to
South Vietnam, including urban areas, rural areas, and highlands. We directly surveyed teachers at teachers'
schools. All collected responses were analyzed using a quantitative method to address research questions.
2.2. Sample
In total, 371 in-service teachers responded to the questionnaire following a simple random sampling
strategy. The majority of participants are female (77.4%). We surveyed teachers in schools in 7 cities and
towns in Vietnam. Most teachers are in primary schools, junior high schools, and senior high schools. 13.2%
of teachers are in continuing education where students have finished in junior high school and study in a
range of different subjects. Teachers in other descriptive variables were illustrated in Table 1.
Table 1. The distribution of teachers by geographic area, teaching experience, and school level
Variable n Percentage (%)
Geographic area
Urban 205 55.3
Rural 129 34.8
Highland 37 10.0
Teaching Experience
≤10 years 116 31.3
11-20 years 154 41.5
>20 years 101 27.2
Educational background
The degree of associate 31 8.4
Bachelor degree 277 74.7
Post-graduate degree 63 17.0
School-level
Primary school 89 24.0
Junior high school 132 35.6
Senior high school 101 27.2
Continuing education 49 13.2
2.3. Development and validity of four sub-instruments to interpret teachers' feelings of safeness
We developed the instrument, including four sub-instruments, to measure teachers' feelings of
safeness and SFC partnerships. In total, the instrument has 19 5-point Likert-scale items (1=strongly
disagree, and 5=strongly agree). There are four sub-questionnaires. The first sub-instrument is teachers'
feelings of safeness; for example, "I feel comfortable when discussing with parents about students' moral
educating." The second sub-instrument is about collaborated actions between teachers and families; for
example, "Parents have done as committed in the coordination with teachers and schools." The third sub-
instrument is about families' mental encouragement for teachers, for example, "Parents expressed their
gratitude to the teachers' efforts in educating their children." The fourth sub-instrument is about collaborated
actions between families and communities, for example, "The local social organizations complimented
family for well educate a child." Four sub-instruments aforementioned had six items, five items, five items,
and three items, respectively.
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We conducted a factor analysis to examine whether items in each sub-instrument had something in
common. We utilized the Kaiser-Mayer-Olkin (KMO) and Barlett's Test of Sphericity to verify sampling
adequacy. All sub-instruments had the KMO greater than .6, indicating highly factorable [24]. Likewise,
Barlett's Tests of Sphericity of four sub-instruments are statistically significant at p<.001 level. The results
indicate that the variables are correlated. For each sub-instrument, we found only one component by using
the principal component and Varimax with Kaiser Normalization Rotation method. Table 2 illustrated the
total variance that was accounted for explained by one factor identified in each sub-instrument. Besides, the
result of KMO was in Table 2.
Table 2. The KMO and total variance of sub-instrument
Sub-instrument KMO Total variance (%)
Sub-instrument 1 Teachers' feelings of safeness .794 41.18
Sub-instrument 2 Collaborated actions between teachers and families .783 52.52
Sub-instrument 3 Families’ mental encouragement for teachers .813 56.47
Sub-instrument 4 Collaborated actions between families and communities .664 72.15
We utilize the Cronbach alpha to evaluate reliability as internal consistency. The calculated alphas
of four sub-instruments were respectively .702, .772, .799 and .803. Researchers [24] indicated alphas'
magnitude, with values between 0.70 to 0.90 considered reliable and reliable. The calculated alphas indicted
reliable scales. The validation test results indicated that the questionnaire, including four sub-instruments,
was reliable and valid to investigate teachers' feelings of safeness in SFC partnerships in moral education.
In the last part of the instrument, teachers were asked to respond to demographic information,
including geographic area, teaching experience, and school level. An overview of all measured variables is
given in Figure 1.
2.4. Data analysis
The first research question was explored by comparing the differences between subsamples. Using
One-way ANOVA, the differences in teachers' feelings of safeness in different groups categorized by
geographic area, teaching experience, and school-level were analyzed. The eta-squared was calculated to
examine the effect size of differences between groups. Cohen [25] classified .01; .06; and 14, that is a small
effect, a medium effect, and a large effect, respectively. All of the analyses were completed using SPSS 20.
The second research question was addressed in two steps. First, the correlation coefficients between
all predictor variables and teachers' feelings of safeness were calculated. Then, the direct multiple regressions
were utilized to examine the predictor variables that are most suitable to explain the variance of teachers'
feelings of safeness in SFC partnerships in moral education. We constructed three different models for direct
regression analyses: 1) Only predictor variables referring to teachers' personal background; 2) Only predictor
variables referring to SFC partnerships; and 3) Full model.
3. RESULTS AND DISCUSSION
3.1. Teachers' feelings of safeness in SFC partnerships in moral education
The mean of each domain was calculated to interpret overall teachers’ feelings of safeness (M=4.26,
SD=0.437); opinion of collaborated actions between teachers and families (M=3.95, SD=0.518), opinion of
families’ mental encouragement for teachers (M=4.10, SD=0.495), and opinion of collaborated actions
between families and communities (M=3.70, SD=0.748). The boxplots below illustrate the distributions of
each domain as shown in Figure 2. The quartile 1 (Q1) of teachers' feelings of safeness is about 4.25. In other
words, Vietnamese teachers felt safe in SFC partnerships. Similarly, the Q1s of two domains, which are the
opinion of collaborated actions between teachers and families and the opinion of families' mental
encouragement for teachers, is around 4.00. For opinion about collaborated actions between families and
communities, while the Q1 is the lowest, the interquartile range (IQR) is the biggest. One can say that
Vietnamese teachers had a diversity of opinions about collaborated actions between families and
communities.
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Figure 2. Distribution of each sub-instrument
3.1.1. Differences in teachers' feelings of safeness based on background characteristics
We utilized one-way ANOVAs and the post-hoc comparisons to examine whether there is any
difference from subsamples' feelings of safeness in SFC partnerships. Table 3 illustrates the mean (M) and
standard deviation (SD) of each group. The post hoc comparisons are shown in Table 4. Urban teachers feel
the safest in SFC partnerships. While urban teachers feel safest comparing to rural or highland teachers,
standard deviations (SDs) of urban teachers are the smallest. Urban teachers are less diverse than both rural
and highland teachers in terms of feeling safe in SFC partnerships. The one-way between-groups ANOVA
was conducted to explore differences in teachers' feelings of safety in SFC partnerships based on
demographic categories. There were no statistically significant differences at the p<.05 level among
geographic groups.
In contrast, there were statistically significant differences at the p<.05 level among teaching
experience groups (F (2, 368)=6.9, p=.001); educational background groups (F (2, 368)=5.5, p=.004) and at
the p<.001 level among school-level groups (F (3, 367)=10.0). Experienced teachers feel safer than least
experienced teachers in SFC partnerships. The lower the educational background teachers have, the fewer
safeness teachers feel. Primary teachers feel the safest in SFC partnerships. Overall, teachers who have more
than 20 teaching years or degrees of associate or teach in primary schools feel safest in SFC partnerships.
Based on the eta squared, actual differences in mean scores between groups were small among teaching
experience groups (η2
=.04) and educational background groups (η2
=.03). Meanwhile, actual differences in
mean scores between groups were medium among school-level groups (η2
=.08).
Post hoc comparisons using the Tukey HSD test indicated that there was statistical significance
among the mean scores among teaching experience groups, educational background groups, and school-level
groups. For teaching experiences groups, the mean scores of teachers having more than 20 experienced years
(M=4.39, SD=0.403) are statistically significantly higher than either teacher having 11-20 teaching years
(M=4.24, SD=0.441) or least experienced teachers (M=4.18, SD=0.437). For educational background groups,
teachers holding degrees of associate (M=4.51, SD=0.366) have statistically significantly higher scores than
teachers holding either bachelor (M=4.25, SD=0.432) or post-graduate certifications (M=4.21, SD=0.456).
There was only no statistically significant difference between junior and senior high school teachers for the
school-level groups. The rest of the other groups have statistically significant differences in the mean score.
While primary teachers feel the safest in SFC partnerships, the continuing school teachers feel the least safe.
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Table 3. Teachers' feelings of safeness in SFC partnerships based on background characteristics
Variable
Teachers' feelings of safeness in SFC partnerships
n M SD p η2
Geographic area .087
Urban 205 4.31 0.425
Rural 129 4.20 0.452
Highland 37 4.22 0.428
Teaching experience .001 .04
≤10 years 116 4.18 0.437
11-20 years 154 4.24 0.441
>20 years 101 4.39 0.403
Educational background .004 .03
The degree of associate 31 4.51 0.366
Bachelor degree 277 4.25 0.432
Post-graduate degree 63 4.21 0.456
School-level *** .08
Primary school 89 4.44 0.385
Junior high school 132 4.24 0.407
Senior high school 101 4.24 0.461
Continuing education 49 4.04 0.436
Note
*** p<.001
SD=Standard Deviation
Table 4. Post hoc comparisons in teachers' feelings of safeness in SFC partnerships
Demographic category Teachers' feelings of safeness in SFC partnerships
I J Mean difference (I–J) SE
Teaching experience
≤10 years 11-20 years -0.06 0.053
≤10 years >20 years -0.21 0.058
11-20 years >20 years -0.15 0.055
Educational background
The degree of associate Bachelor degree 0.26 0.082
The degree of associate Post-graduate degree 0.29 0.095
Bachelor degree Post-graduate degree 0.04 0.060
School-level
Primary school Junior high school 0.20 0.058
Primary school Senior high school 0.20 0.061
Primary school Continuing education 0.40 0.075
Junior high school Senior high school 0.01 0.056
Junior high school Continuing education 0.20 0.071
Senior high school Continuing education 0.20 0.073
Note
p values<.05 are in boldface.
SE=Standard Error.
3.2. Correlations
Table 5 illustrates the correlation coefficients between all variables. Teachers' feelings of safeness in
SFC partnerships were statistically significantly correlated with almost all of the variables. Teachers' feelings
of safety were positive statistically significantly linked with collaborative actions between teachers and
families, families' mental encouragement for teachers, and collaborated actions between families and
communities. Only two variables related to school-level, namely primary school and continuing school,
statistically significantly correlated with sub-instruments. However, two such correlations are the opposite.
While primary school variable positive statistically significantly linked, continuing school variable linked
with all four sub-instruments. For variables related to teaching experience, only more than 20 teaching-year
positively statistically significantly correlated with all four sub-instruments. The rest of the teaching-year
variables has no statistically significant correlations with all four sub-instruments. Only the diploma variable
had positive statistically significant correlations with all four sub-instruments for variables related to
educational backgrounds.
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Table 5. Correlations coefficients
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17
1. Senior high school 1
2. Junior high school
-.46
**
1
3. Primary school
-.34
**
-.42
**
1
4. Continuing school
-.24
**
-.29
**
-.22
**
1
5. ≤10 years .05 -.03
-.11
*
.12
*
1
6. 11-20 years .09 -.03 -.05 -.01
-.57
**
1
7. >20 years
-.14
**
.06
.17
**
-.11
*
-.41
**
-.52
**
1
8. Urban area -.05 -.09 .05
.13
*
.07 -.03 -.03 1
9. Rural area -.04
.13
*
-.03 -.08 -.08 .03 .05
-.81
**
1
10. Highland area
.14
**
-.06 -.02 -.08 .01 .01 -.02
-.37
**
-.24
**
1
11. Diploma
-.19
**
.08
.17
**
-.09 -.08 .02 .06 -.08 .01
.13
*
1
12. Bachelor degree
-.24
**
.16
**
.08 -.01
.13
*
-.13
*
.01 -.08
.14
**
-.10
-.52
**
1
13. Post-graduate
degree
.42
**
-.25
**
-.22
**
.08 -.09
.13
*
-.05
.15
**
-.16
**
.02
-.14
**
-.78
**
1
14. Sub-instrument 2 -.05 .02
.15
**
-.15
**
-.07 -.10
.18
**
.14
**
-.11
*
-.05
.10
*
-.01 -.07 1
15. Sub-instrument 3 .02 -.08
.15
**
-.10
*
-.08 -.06
.15
**
.08 -.10 .03
.18
**
-.06 -.06
.69
**
1
16. Sub-instrument 4 -.09 .00
.20
**
-.14
**
-.07 -.06
.14
**
.02 -.01 -.01
.18
**
.12
*
-.27
**
.53
**
.45
**
1
17. Teachers’
feelings of safeness
-.04 -.03
.23
**
-.20
**
-.13
*
-.04
.18
**
.12
*
-.10 -.04
.17
**
-.06 -.05
.72
**
.66
**
.47
**
1
** Correlation is significant at the 0.01 level (2-tailed).
* Correlation is significant at the 0.05 level (2-tailed).
3.3. Regression results
Three direct regression analyses were conducted because effects from one group of variables could
disappear if taking into account all groups of variables. Firstly, the background model had only variables
related to teachers' background, mainly school level, teaching experiences, school location, and educational
background. The second model (partnership model) had only variables preferring to SFC partnerships,
namely collaborated actions between teachers and families, families' mental encouragement for teachers, and
collaborated actions between families and communities. All kinds of variables were taken into the third
model (full model).
Based on previous analysis, primary school teachers, more than 20 experience-year teachers, and
teachers with diploma degrees had the statistically highest safety in SFC partnership. Therefore, the three
aforementioned groups were set as reference groups in the regression model. Besides, the teachers in
highland were set as the reference group because comparing to urban and rural teachers, and highland
teachers were the smallest sample. Finally, there are four reference groups in regression models. Table 6
illustrates in standardized beta weights, p values, and amount of explained variances of predictor variables.
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Table 6. Standardized beta weights, p values and explained variances of multiple regression analysis for
variables predicting teachers' safeness in SFC partnerships
Background model Partnership model Full model
Beta p value Beta p value Beta p value
Junior high school -.111 .113 -.091 .062
Senior high school -.170** .007 -.093* .035
Continuing education -.260*** <.001 -.140** .001
≤10 years -.176** .005 -.050 .245
11-20 years -.134* .028 -.009 .839
Urban .162 .061 .062 .304
Rural .015 .863 .031 .595
Bachelor degree -.215** .008 -.068 .231
Post-graduate degree -.214* .015 -.019 .762
Sub-instrument 2 .462*** <.001 .442*** <.001
Sub-instrument 3 .300*** <.001 .289*** <.001
Sub-instrument 4 .090* .029 .075 .075
R square 13.1% 56.9% 59.1%
Note: * p< .05; ** p<.01; *** p<.001; p values<.05 are in boldface.
In the background model, three variables were not statistically significantly linked with teachers'
safeness in SFC partnerships, namely junior high school, continuing school, urban teachers, and rural
teachers. The rest of the variables related to background characteristics had statistically significant negative
relationships with teachers' feelings of safeness in SFC partnerships. The background model accounts for
13.1% of the variations in teachers' safeness in SFC partnerships. All three variables related to SFC
partnerships were statistically significantly positively linked with teachers' safeness. 56.9% of the variations
were accounted for in the partnership model.
When all predictor variables were taken, the full model accounts for 59.1% variance in teachers'
feelings of safeness in SFC partnerships. Four variables were statistically significantly linked with teachers'
safeness. Junior high school teachers and continuing school teachers are constructively negatively connected
with teachers' feelings of safeness. The negative correlations indicated that junior high school teachers and
continuing school teachers had lower safeness in SFC partnerships. In contrast, collaborated actions between
teachers and families and families' mental encouragement for teachers were statistically significantly
positively linked with teachers' safeness. In other words, collaborated actions between teachers and families
and families' mental encouragement for teachers somehow leveraged teachers' feelings of safeness in SFC
partnerships. According to standardized beta weights, collaborated actions between teachers and families had
the strongest connection with teachers' feelings of safeness.
3.4. Vietnamese teachers' feelings of safeness in SFC partnerships
Overall, Vietnamese teachers feel safe in SFC partnerships. The researchers [13, 16] concluded the
positive relationship between psychology safety and teachers' voice-The results of the current study drawn on
the promising status for effective moral education. Teachers will overcome anxiety to implement innovative
activities for the improvement of schools [13]. Teachers' feelings of safeness in SFC partnerships facilitate
collaborations among three spheres of influence, such as confidently communicating or proposing effective
solutions to enhance the quality of moral education. In addition, teachers might straightly inform parents
about children's problems related to morality because parents frequently exhibit negative feelings when
parents facet the unfavorable of their children [20]. Bandura [26] indicated the bi-directional connection
between personal factors, behaviors, and environmental influences. Teachers' feelings of safeness in SFC
partnerships play critical roles in educating moral successfully.
3.5. The differences in teachers' feelings of safeness in SFC partnerships among teachers' background
characteristics
There were no statistically significant differences at the p<.05 level among geographic groups in
teachers' feelings of safeness in SFC partnerships. All education policies are unified in the whole of Vietnam.
The Vietnam ministry of education and training (MOET) rigorously controls all training programs for both
pre-service and in-service teachers. Most of the directive documents of MOET are not regional differences.
Therefore, either the advantages or disadvantages of policies and programs are unified in urban, rural, and
highland areas. Confucian culture affects society. Even though Confucian tradition may have changed in
expression, the foundation is settled powerful in present-day Vietnamese life [27]. Honor teachers and
respecting his teaching 'ton su trong dao' (respectful monk) is one of the tenets in Confucianism. In other
words, no matter where teachers live, teachers still are strongly respected. Somehow, the honor to teachers
makes teachers safer in straightly discussing the coordination of schools, families, and communities.
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Overall, the more experienced in teaching, the safer in SFC partnerships. Experienced teachers are
more self-efficacy [26]. When teachers have more teaching years, teachers have not only more mastery
experiences but also vicarious experiences. Teachers directly experience or learn from other teachers in
coordinating SFC partnerships. Consequently, it is reasonable that the more experienced teachers feel safer in
SFC partnerships. Besides, from the Confucian tradition, relationships in society are always hierarchical [7].
The voices of elderly people make more sense. The least experienced teachers feel insecure about
unconfident in making decisions in SFC partnerships.
Consequently, it is problematic how to facilitate least experienced teachers to be safer and more
confident in SFC partnerships. Fantilli and McDougall [28] pointed out that the least experienced teachers
faced challenges when communicating with students' families, stemming from sentiments of insecurity. Such
difficulties are exacerbated when least experienced teachers in "communities characterized by vocal and/or
demanding parent groups [28]. The needs of program, policies, mentors for least experienced teachers
emerged so that least experienced teachers are supported knowledge and skills to coordinate in SFC
partnerships.
The results show that primary teachers feel the safest in SFC partnerships. Comparing to junior and
senior high schools, parents take more care of students. In primary schools, families have more opportunities
to meet and discuss students' current status because families have to go to the schools to take children day by
day. The frequent conversations lead teachers to be more confident and familiar with families to have
effective SFC partnerships. Besides, primary students obey more frequently than junior and senior high
school students. In junior and senior high schools, enabling students to a high education level becomes
mainly rather than social relationships [29]. The interactions among SFC partnerships are less important than
students' learning outcomes. Academic learning outcomes are the most important. In addition, ethical
leaderships that strongly affect teachers' feeling of safeness are different in school levels [16]. The researcher
[16] concluded that leaders play an important role in creating a climate of safety and ethical culture.
In contrast to primary school teachers, teachers in continuing schools feel the least safe in SFC
partnerships. In the Vietnam context, most of the students in continuing schools have lower learning
achievement and/ or attitude than students in senior high schools. Most of the students in continuing schools
do not persuade having higher educations. In other words, students in continuing schools have less
motivation in learning and enhancing attitude. Besides, in continuing schools, parents and society have less
attention than other schools. Teachers in continuing schools have many barriers to coordinate in SFC
partnerships. Notably, while students in continuing schools should be attended to educating moral, teachers
in continuing schools feel the least safe in SFC partnerships. The question is raised on how to inspire
continuing school teachers to coordinate in SFC partnerships well.
3.6. The predictor variables of teachers' feelings of safeness in SFC partnerships
The senior high school teachers and continuing school teachers had negative correlations with
teachers' feelings of safeness in SFC partnership in both the background and full models. Variables related to
school-level strongly affected teachers' feelings of safeness in SFC partnerships. In other words, to leverage
teachers' feelings of safeness in SFC partnerships, moral education should be specialized for each school-
level. Especially for continuing schools, typical moral education is essential. Notable, moral education is the
broad term that is beyond the formal moral education in textbooks.
In the full model, when having variables related to SFC partnerships' actions, the effects of teaching
years and educational backgrounds somehow disappeared. Interestingly, many researchers indicated that such
variables strongly affect teachers' attitudes in education. That means collaborated actions between teachers
and families, families' mental encouragement for teachers, and collaborated actions between families and
communities mainly affect teachers' feelings of safeness in SFC partnerships. While rapid technological
developments facilitate communications and information exchange, face-to-face meetings between teachers
and families are valuable to leverage sympathy and collaborate effectively [30]. Since IQR of sub-instrument
4 is the biggest, and the mean of sub-instrument 4 is the lowest, teachers have a diversity of views of
collaborated actions between families and communities. That calls for further research to examine whether
collaborated actions between families and communities have not been effective or teachers have not had
adequate views on collaborated actions between families and communities. For example, effective
collaborations demand the synchronous goals and purpose among SFC partnerships [31].
3.7. The practical implication to leverage teachers' motivations
Collaborated actions between schools and families and families' mental encouragement highly affect
teachers' feelings of safety in SFC partnerships in both the SFC partnership model and the full model.
Especially, actions between schools and families have the biggest beta weight in both the SFC partnership
model and the full model. To reinforce teachers' feelings of safety in SFC partnerships, practical implications
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such as conference meetings or workshops play important roles. Such practical implications are friendly
spaces for effective interaction between teachers and parents. Besides, parents and teachers will be shred and
understood to make a sustainable relationship in educating students. Being trusted and shared helps teachers
to be motivated in the betterment of moral education. Notably, the researchers [32, 33] assessed parental
involvement in students' performance. Parental involvement positively affects both teachers and students.
However, parental involvement in education still has obstacles or difficulties such as lack of time, lack of
confidence in the educational system, or hostile attitude [34].
Broadly, school culture should be built to strong shared ethical implications that can sustain
teachers' moral education involvement [35]. Nowadays, students come from diverse families who differ from
social economics and cultural or academic background [36]. Meanwhile, teachers felt unprepared to
collaborate with students' families effectively [37]. While family engagements and supports are essential to
help students achieve academic knowledge and social skills successfully, educators, administrators need to
know how to interact effectively with teachers and families to contribute to the ecosystems of moral
education. Based on effective partnerships, teachers will get more motivation.
4. CONCLUSION
While moral education is not located in the moral subject per se, SFC partnerships' operation plays a
critical role. To have great coordination, teachers, administrators, and parents need to know how to
communicate in positive ways that build mutual respect, trust, and appreciation of each other. Again,
teachers' feelings of safeness in SFC partnerships are the prerequisite to have sustainable collaborations.
The simple random sampling could be one of the weaknesses in this study when the sample was
taken in many Vietnam regions. However, this current study has important results in exploring and enhancing
teachers' feeling of safeness in SFC partnerships. To have effective moral education, together with changes in
moral curriculum and textbooks, changes in teachers' preparations and development are essentially created.
The teacher evaluated that the institution's coverage was inadequate and that teachers' graduates were
unprepared to work effectively with students' families in the schools they are placed in. The education
universities need to have training courses to supply academic knowledge and skills to collaborate with
families, schools, and communities. Besides, collaborative actions between teachers and families and
families' mental encouragement for teachers should reinforce teachers' safety feelings in SFC partnerships.
ACKNOWLEDGEMENTS
This work was supported by the Ministry of Education and Training (MOET), Vietnam, under the
grant number KHGD/16-20.DT.024, "Model of Family-School-Society partnership on moral, lifestyle
education for fulfilled of requirement of nation innovation and international integration" of Hanoi national
university of education (HNUE).
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