https://ejournal.upsi.edu.my/index.php/JRPPTTE/issue/feedJournal of Research, Policy & Practice of Teachers and Teacher Education2024-09-17T00:00:00+00:00Nurul 'Ain Hidayah Binti Abaschief_editorjrpptte@upsi.edu.myOpen Journal Systems<p style="text-align: justify;"><strong>Journal of Research, Policy & Practice of Teachers & Teacher Education</strong> <strong>(ISSN 2232-0458 /eISSN 2550-1771)</strong> began its first issue in 2011. JRPPTTE is a <strong>biannual</strong> (April and October start 2024), scholarly peer-reviewed publication, with an Editorial Board comprised of eminent scholars and is managed by the Faculty of Human Development of Universiti Pendidikan Sultan Idris (Sultan Idris Education University, Malaysia) with the support of Penerbit UPSI (UPSI Press). The journal's objective is to publish articles and novel ideas for education researchers and teacher educators on issues of teaching, teacher learning, preservice teachers, teaching and learning, and education policy across early childhood, primary, secondary and higher education. Articles in JRPPTTE can be typically broad and represent diverse orientations towards teaching and teacher education as well as differing methodologies for studying them.</p> <p style="text-align: justify;">Journal of Research, Policy & Practice of Teachers & Teacher Education is an open access journal which means that all <strong>content is freely</strong> available without charge to the user or his/her institution. Users are allowed to read, download, copy, distribute, print, search, or link to the full texts of the articles, or use them for any other lawful purpose, without asking prior permission from the publisher or the author. This is in accordance with the BOAI definition of open access.</p> <p><strong>More Information</strong>, contact the editorial board team: h<a href="http://ejournal.upsi.edu.my/index.php/JRPPTTE/Editorial-Board">ttp://ejournal.upsi.edu.my/index.php/JRPPTTE/Editorial-Board</a><img src="https://ejournal.upsi.edu.my/public/site/images/admin/My_Cite17.png" /> <img src="https://ejournal.upsi.edu.my/public/site/images/admin/DOAJ3.jpg" /> <img src="https://ejournal.upsi.edu.my/public/site/images/admin/logo2-d5966321cdea8c314b36d3084cc4ad2c-dd5c01ce1834844dcd15730be8128008.png" alt="" width="110" height="43" /></p>https://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/8257Integrating digital citizenship in social studies2024-06-13T02:10:49+00:00Ma. Victoria Coliscolis.mvc@pnu.edu.phWilma S. Reyescolis.mvc@pnu.edu.ph<p>The study examined the degree to which digital citizenship has been incorporated into the Social Studies curriculum and evaluated the role of deliberative processes in this integration. The research process involved collaboration with teachers, students, curriculum specialists, and school administrators, all actively participating in curriculum deliberation. A design research approach was used with the primary focus on developing a framework for integrating digital citizenship into the curriculum. The study's findings underscored the value of integrating digital citizenship as it equips students for the digital era and fosters comprehensive development. It is recommended that digital citizenship be included in the Social Studies curriculum. Future studies should assess the effectiveness of this integration across various subject areas and educational settings.</p>2024-09-17T00:00:00+00:00Copyright (c) 2024 Ma. Victoria Colis, Wilma S. Reyeshttps://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/8715Relationship between junior high students’ perceptions of self-learning modules and their academic performance2024-06-26T03:29:35+00:00Fatima L. Mercadomercado.fatimal@clsu2.edu.ph<p>This study investigated junior high school students’ perceptions of self-learning module utilization in San Miguel, Bulacan, Philippines during the 2020-2021 school year and examined the relationship of these perceptions and their academic performance. The researcher surveyed 100 Grade 7-10 students, based on stratified purposing sampling, using a validated instrument and analyzed the results using SPSS. Key findings indicate that students generally viewed self-learning modules favorably, with feedback and communication systems rated highest, while self-directed learning and time management were identified as areas needing improvement. Perceptions of self-learning module utilization had a positive significant relationship with academic performance. Specifically, parental and community support (<em>r</em> = .33, <em>p</em> < .01), technological affordances and learning resources (<em>r</em> = .33, <em>p</em> < .01), and self-directed learning and time management (<em>r </em>= .31, <em>p </em>< .01) were significantly related to performance. Simple linear regression analysis revealed that students' perceptions of self-learning modules predict their academic performance (<em>β</em> = 2.86, <em>p</em> < .05), though perceptions accounted for only 7% of the variance. Recommendations include developing teacher training on effective module implementation, providing parent orientation on supporting at-home learning, and creating a systematic program for module implementation involving all stakeholders. Future research should explore additional variables influencing academic performance in this context.</p>2024-09-17T00:00:00+00:00Copyright (c) 2024 Fatima L. Mercadohttps://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/9118Teachers’ barriers in implementing the revised curriculum for deaf learners: The case of two special schools in Northern Namibia2024-05-23T04:25:47+00:00Isidor Haufikuihaufiku2@gmail.comHilya Tulipomwene Shuulinawa Nghitoolwaihaufiku2@gmail.comJames Abahihaufiku2@gmail.com<p>The study was conducted to explore teachers' barriers in implementing the revised common curriculum for learners with special educational needs in Northern Namibia. The study used a mixed research approach to collect data from the sample of 20 special education teachers currently teaching at two special schools located in Northern Namibia. Participants were selected using the total population sampling method and data were collected using a questionnaire and focus group discussion. Quantitative data were analysed using descriptive statistics while qualitative data were analysed using the thematic analysis method. The study found that the special education teachers' barriers in implementing the revised curriculum for deaf learners include a shortage of specialised teaching and learning materials, inadequate time per lesson for scaffolding deaf learners, lack of teaching methodology, lack of refresher workshop, minimal parental involvement in learners' education, teachers inadequate knowledge of sign language, lack of assessment tools for deaf learners, insufficient teaching assistance to assist learners, and no specialised curriculum for learners with hearing impairment. The study recommended that the schools as well as the Regional Directorate of Education should organise more workshops for special education teachers in sign language to enable them to develop common signs to teach the learners. Additionally, the government should install Wi-Fi in the Special schools to enable the teachers to access and utilize relevant online resources such as visual teaching materials when teaching. The Universities in Namibia should introduce a teaching specialisation course in Sign language to train teachers.</p>2024-09-17T00:00:00+00:00Copyright (c) 2024 Isidor Haufiku, Hilya Tulipomwene Shuulinawa Nghitoolwa, James Abahhttps://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/9316On the most significant change of teachers’ evaluation: A descriptive-narrative research2024-07-25T05:57:28+00:00Carina Seronelagumbay12201990@gmail.comBetarmos, Jr. Vicenteleomarich_casinillo@yahoo.comMelbert Hungomhungo@southernleytestateu.edu.phLeomarich Casinilloleomarich_casinillo@yahoo.com<p>This study aimed to explore transformative shifts resulting from teacher evaluations. Employing a descriptive-narrative research design, sixteen teachers in Bontoc I and II districts, Southern Leyte, Philippines were purposively sampled using thematic analysis on survey questionnaires. The instruments aimed to capture participants' experiences related to classroom physical aspects, teaching methods, and teaching portfolios. Data gathering involved formal permissions sought from the Division Office, District Supervisors of Bontoc Districts I and II, and school principals. Findings revealed noteworthy changes, including the promotion of child-friendly environments, enhanced readiness and creativity, the perceived irrelevance of evaluations during the pandemic, and the emotional, financial, and physical strains experienced by teachers. Significant changes in instruction were identified, such as competence enhancement, the promotion of coaching and mentoring culture, and observations of pandemic-related ineffectiveness. Notable changes in teacher portfolios included self-reflection spurred by evaluations and challenges in the teacher evaluation process. The study concluded that while teacher evaluation positively impacted teaching environments, fostering creativity, it also imposed strains on teachers, presenting both positive and negative effects. Recommendations included encouraging teachers to view evaluation positively for professional development and proposing a Department of Education (DepEd) training program to enhance the mentoring and coaching capabilities of school heads, recognizing their pivotal role in the teacher evaluation process.</p>2024-09-17T00:00:00+00:00Copyright (c) 2024 Carina Seron, Betarmos, Jr. Vicente, Melbert Hungo, Leomarich Casinillohttps://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/9368The utilization of 21st century ICT Tools in Teaching and Learning of Technology and Vocational Courses in a Nigerian Public University2024-05-12T09:25:10+00:00Nnaemeka Martin Agbonm.agbo@unizik.edu.ngNgozi Favour Onyemachionyemachingozifavour@gmail.comEmmanuel Abiodun Ogunmolaae.ogunmola@unizik.edu.ng<p>This study investigates the use of ICT hardware and software applications in the teaching and learning of Technology and Vocational Education courses in a public university in Nigeria. Increasing trend of virtual learning facilitated by cutting-edge ICT tools and the the impact of the COVID-19 pandemic on the educational sector in Nigeria, underscore the importance of assessing their utilization in Technology and Vocational Education (TVE) to better prepare graduates for the global labor market. Descriptive survey research design was adopted for carrying out this study. Four research questions and two hypotheses guided the study. Simple random sampling was used to select 265 respondents that consist of 240 students and 25 lecturers. Data collected were analysed by SPSS Version 25 using mean and standard deviation for the research questions. The null hypotheses were tested at 0.05 level of significance using t-test statistic. The findings of the study revealed that: Hard drives are under-utilized in storing students’ data, projectors are not used for presentation/delivery of lectures, computers are not used to assess students’ response/performance, utilization are correspondingly low.</p>2024-11-25T00:00:00+00:00Copyright (c) 2024 Nnaemeka Martin Agbo, Ngozi Favour Onyemachi, Emmanuel Abiodun Ogunmolahttps://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/8538“This seems important”: A thematic analysis of reflections on a compulsory induction program for new Malaysian university teachers2024-08-23T03:10:14+00:00Daron Benjamin Loodaronloo@ums.edu.myFarous Izwan Abdul Azizfarousizwan.aziz@ums.edu.myNadiah Rus Liyana Ruslinadiahrusliyana@ums.edu.myZi Hong Yongyong_zihong@ums.edu.my<p>The aim of this study is to examine information perceived as salient by new university academic staff attending a compulsory induction program at a Malaysian public university. Attending and successfully completing the induction program is a policy that is set and managed by universities across Malaysia. This study uses a qualitative approach, where reflections by the authors of this study attending a ten-day induction program were collected and examined. By the end of the program, a total of 40 reflective pieces were written on an online shared document. The reflections were examined through iterative reading and coding of their contents, which were then subsequently consolidated into salient themes. These themes were noteworthy information, affirmation and aspiration, and critical response. The findings indicated that the process of induction acted more than just a space for the dissemination of information, but there were instances where participants found acknowledgement through an alignment of beliefs, as well as developing criticality towards issues emergent from the topics covered during the induction program. Moreover, the compulsory induction program was in itself a gateway for new university teachers to become aware of other university policies that may affect their work in the Malaysian higher education context. </p>2024-12-31T00:00:00+00:00Copyright (c) 2024 Daron Benjamin Loo, Farous Izwan Abdul Aziz, Nadiah Rus Liyana Rusli, Yong Zi Honghttps://ejournal.upsi.edu.my/index.php/JRPPTTE/article/view/8515Teaching encounters of digital immigrant faculty members of BASC in the usage of infused technology2024-02-28T08:48:37+00:00Jose Marie F. De Guzmanfrjmdeguzman@gmail.comYosef Eric C. Hipolitoyosefhipolito19@gmail.com<p>This study examined the teaching experiences of digital immigrant faculty members at Bulacan Agricultural State College (BASC) in the Republic of the Philippines in the context of 21st-century instruction. It focused on their perception of infused technology teaching methods alongside with traditional methods. The study explored the faculty members' perceptions, challenges, and opportunities when incorporating technology in their teaching. Through in-depth interviews, the research aimed to identify potential solutions and enhance their pedagogical prowess in utilizing technology. A descriptive-qualitative research design was employed, utilizing a phenomenological approach to explore the everyday experiences of the participants. Purposive sampling selected ten faculty members aged 40 to 65 for in-depth interviews. Thematic analysis identified recurring patterns and formulated themes capturing the main ideas derived from each question. The findings indicated that digital immigrant faculty members recognize the importance of being technologically knowledgeable and acknowledge the benefits of technology for student learning. However, they preferred a blended teaching approach that combines traditional and technology-infused methods. Challenges they faced include internet connectivity issues and limited technology knowledge for pedagogy. To address these challenges, the study recommends providing regular technology training for faculty, improving facilities, and continuing to use blended learning as a flexible teaching approach. These recommendations aim to support faculty development, enhance technological resources, and meet the needs of modern education.</p>2024-12-31T00:00:00+00:00Copyright (c) 2024 Jose Marie F. De Guzman, Yosef Eric C. Hipolito