Journal of Research, Policy & Practice of Teachers and Teacher Education
Journal of Research, Policy & Practice of Teachers & Teacher Education (ISSN 2232-0458 /eISSN 2550-1771) began its first issue in 2011. JRPPTTE is a biannual (June and December) 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. Journal of Research, Policy & Practice of Teachers & Teacher Education is an open access journal which means that all content is freely 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. More Information, contact the editorial board team: http://ejournal.upsi.edu.my/index.php/JRPPTTE/Editorial-Board JRPPTTE supports Open Access. The electronic full text version of the journal is available Free of Charge (FOC).
Outcomes in Inclusive Education: Collaborative Strategies for a Sustainable Future Review
This study explores the role of collaboration in fostering inclusive education, highlighting the engagement of teachers, parents, policymakers, and communities. Using a systematic literature review of research articles from 2021 to 2025, data were analyzed through thematic analysis to identify key collaboration outcomes. Findings reveal that co-teaching, inclusive communication, teacher training, and stakeholder partnerships significantly enhance academic and social outcomes for students with special needs. The study aims to examine the sociological implications of inclusive education through Symbolic Interactionism, Functionalist Theory, and Conflict Theory, explaining the impact of social structures on educational equity. Despite progress, challenges such as limited awareness, policy gaps, and resource constraints persist. This research contributes to Sustainable Development Goals (SDG 4 & SDG 10) by promoting inclusive, quality education. Future studies should explore policy interventions and technology integration to strengthen inclusive practices.
Copyright (c) 2025 Nazmin binti Abdullah, Prof. Mohd Hanafi bin Mohd Yasin, Dr. Joko Yuwono, Siti Suriati Khairon https://creativecommons.org/licenses/by-nc-sa/4.0
Constructing Teacher Identity: A Constructivist Study of Chinese Pre-Service English Teachers’ Professional Development
This study examines Chinese pre-service English teachers’ professional identity construction in a four-year undergraduate teacher education program at a private university. Framed within constructivist theory, the research examines how identity develops through cognitive, emotional, and behavioral aspects of teaching. A qualitative research design was employed, involving in-depth, semi-structured interviews with twenty final-year pre-service teachers. Data were collected in two stages, focusing first on academic development and then on practicum experiences. All interviews were conducted in Mandarin, transcribed, and thematically analyzed. The findings reveal a four-phase journey of identity development, with identity construction beginning at program entry through foundational coursework and evolving through simulated teaching, classroom practice, and guided reflection. Emotional engagement and social validation emerged as critical drivers of identity consolidation. The study highlights how identity formation is recursive, shaped by both motivation and feedback. It also emphasizes the unique challenges faced by non-native English-speaking student teachers in navigating linguistic legitimacy and self-efficacy. The findings carry significant implications for teacher education, suggesting the need for early reflective scaffolding, emotionally responsive mentoring, and identity-focused curricula. By foregrounding the lived experiences of Chinese pre-service English teachers, this study contributes to a more holistic understanding of teacher development in EFL contexts and supports more inclusive approaches to teacher preparation.
Copyright (c) 2025 Ms. Feifei Wang, RAMESH NAIR, Dr. Norazrin Zamri https://creativecommons.org/licenses/by-nc-sa/4.0
Transformative teaching: the synergy of paragogy and peer assessment in teacher training courses
The need for more creative approaches that emphasise active and collaborative learning is being recognised by teacher education more and more. The insufficiency of traditional models in training educators for the needs of contemporary classrooms underscores the pressing need for revolutionary educational methods. By examining the experiences of 15 postgraduate student teachers engaged in curriculum and instruction courses, this qualitative case study investigates how paragogy and peer assessment might be integrated into teacher training programs. Three sources of data namely focused group interviews, assessment exercises, and classroom observations were garnered for data analysis. As part of the evaluation process for their courses, these students engage in peer assessment activities. Three major themes emerged from the study's thematic analysis, which involved participant interviews and classroom observations: ongoing professional and personal assistance, informal constructive criticism, and peer-assisted learning. The findings add to the continuing conversation regarding successful tactics in the current educational environment by highlighting the collaboration between paragogy and peer evaluation as a catalyst for innovative teaching approaches in educator preparation programs.
Copyright (c) 2025 Muhammad Noor Abdul Aziz, Siti Noor Aneeis Hashim, Saifolrudin Khalid Mahzan https://creativecommons.org/licenses/by-nc-sa/4.0
Re-examination of the digital burnout scale using second-order confirmatory factor analysis (CFA) and the digital burnout feature among pre-service teachers
This study aims to examine the digital burnout scale in pre-service teachers and describe the occurring digital burnout. The research respondents consist of 150 prospective teachers from the Faculty of Education out of 1328 students. Data were analysed using Confirmatory Factor Analysis (CFA) to test the digital burnout instrument and descriptive analysis to depict the patterns of digital burnout with three main indicators: digital aging, digital deprivation, and emotional exhaustion. The results of the CFA indicate that there are several questionnaire items with loading factors less than 0.50, specifically in the digital aging (DA11 and DA12) and emotional exhaustion (EX1, EX2, and EX6) sections. Therefore, these items were eliminated from the instrument. Descriptive analysis results show that 37% of pre-service teachers experience digital aging, 61% experience digital deprivation, and 20% experience emotional exhaustion. Overall, the digital burnout indicators reveal that 42% of pre-service teachers are undergoing digital burnout. These findings suggest that the massive and uncontrolled use of technology has proven to cause digital burnout. The study concludes that the used instrument is valid with the improvement of five questionnaire items that cannot be used with a standard factor loading of 0.5. Additionally, the research also concludes that 42% of pre-service teachers are experiencing digital burnout. Along with observing the aspect combination of digital technology and emotional aspects of prospective teachers, the utilization of technology in teacher professional growth will present positive results and avoid the digital burnout emergence in prospective teachers.
Copyright (c) 2025 Muhammad Fahmi Johan Syah, Amanda Putri Ardani, Briliansa Rama Luthfi https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring Secondary School Malay Language teacher's understanding and perceptions of differentiated pedagogy approaches in teaching and learning
This study investigates secondary school Malay Language teachers' understanding and perceptions of Differentiated Pedagogical Approaches (DPA) in teaching and learning. As the educational landscape shifts toward 21st-century competencies, teachers face increasing challenges in catering to the diverse needs of students in mixed-ability classrooms. This qualitative study aimed to explore how teachers conceptualise DPA and to identify the perceived benefits and implementation challenges. The research involved twelve secondary school Malay Language teachers from Sarawak, Malaysia, and employed semi-structured interviews, classroom observations, and document analysis. Thematic analysis was used to uncover key pedagogical insights. Findings indicate that teachers perceive DPA as a strategy to promote inclusive and equitable learning. Core themes that emerged include the refinement of daily lesson plans, the importance of sharing best practices, the role of peer mentorship, the development of collaborative teaching cultures, and the enhancement of teacher professionalism. Although DPA is seen as beneficial in promoting student-centred learning, challenges such as limited professional training, resource constraints, rigid curriculum structures, and increased workload were commonly cited. The study concludes by recommending targeted professional development, structured mentorship programmes, and school-wide collaboration to support effective DPA implementation. These insights provide practical recommendations for educators and policymakers striving to improve student engagement and academic outcomes while aligning with national education goals and global inclusive pedagogy trends.
Differentiated Pedagogical Approaches (DPA)
Copyright (c) 2025 Thian Khian Niam https://creativecommons.org/licenses/by-nc-sa/4.0
Pengaruh Pengetahuan Pedagogi terhadap Penyampaian Pengajaran Kreatif: Kajian Empirikal dalam Kalangan Guru Pendidikan Islam
Pengetahuan pedagogi memainkan peranan penting dalam pengajaran Pendidikan Islam, namun pengaruhnya terhadap kreativiti pengajaran masih kurang dikaji secara empirikal. Oleh itu, kajian ini bertujuan untuk mengenal pasti tahap pengetahuan pedagogi dan penyampaian pengajaran kreatif, serta menentukan pengaruh pengetahuan pedagogi terhadap penyampaian pengajaran kreatif dalam kalangan guru Pendidikan Islam. Reka bentuk kuantitatif dengan pendekatan tinjauan keratan rentas digunakan melibatkan 266 guru Pendidikan Islam sekolah menengah di negeri Sabah yang dipilih melalui pensampelan rawak berstrata. Data dikumpul menggunakan soal selidik dan dianalisis menggunakan statistik deskriptif dan regresi berganda. Dapatan kajian menunjukkan tahap pengetahuan pedagogi dan penyampaian pengajaran kreatif adalah tinggi. Analisis regresi mendedahkan pengaruh signifikan pengetahuan pedagogi terhadap penyampaian pengajaran kreatif dengan strategi pengajaran dan kemahiran penilaian murid menunjukkan impak terkuat. Kajian ini menyumbang kepada pengembangan Model Pengetahuan Teknologi Pedagogi Kandungan dalam konteks Pendidikan Islam dan menyediakan implikasi penting untuk reka bentuk program latihan guru yang menekankan peningkatan pengetahuan pedagogi bagi merangsang kreativiti pengajaran.
Copyright (c) 2025 Jahidih Saili, Muhamad Suhaimi Taat, Nurul Hamimi Awang Japilan https://creativecommons.org/licenses/by-nc-sa/4.0
ABCDE dalam objektif pembelajaran Rancangan Pengajaran Harian (RPH) Bahasa Melayu
Penulisan objektif pembelajaran dalam Rancangan Pengajaran Harian (RPH) bagi subjek Bahasa Melayu banyak disampaikan secara lisan melalui taklimat dan bengkel kepada guru-guru. Namun demikian, garis panduan yang jelas bagi penulisan objektif pembelajaran dalam bentuk penulisan akademik masih berpotensi dan bermotivasi dikembangkan. Kajian ini bertujuan untuk menganalisis elemen utama yang terdapat dalam objektif pembelajaran subjek Bahasa Melayu. Kajian berbentuk analisis teks, iaitu melibatkan data RPH. Prosedur Analisis ATLAS.ti Bersistematik digunakan bagi menjana elemen utama dalam penulisan objektif pembelajaran. Dapatan kajian menunjukkan bahawa terdapat lima elemen utama berpotensi digunakan bagi membina objektif pembelajaran, iaitu ‘Audien’ (Audience), ‘Tingkah laku’ (Behavior), ‘Kandungan’ (Content), ‘Tahap’ (Degree) dan ‘Kecekapan’ (efficiency) yang diringkaskan menjadi elemen ABCDE. Implikasi kajian ini membolehkan satu garis panduan yang jelas dibina untuk penulisan objektif pembelajaran bagi subjek Bahasa Melayu. Selain itu, kajian ini turut mengembangkan potensi penggunaan Prosedur Analisis ATLAS.ti Bersistematik dalam proses penjanaan tema bagi sesuatu analisis.
Copyright (c) 2025 Mohd Sufian Ismail, Anida Sarudin, Mohd Hafiz Mohamad Tarmizi, Rozita Hj Omar, Khairulanuar Ismail, Nor Azimah Ariffin, Nor Anita Mat Isa, Ahmad Jihadi Abu Samah, Nor Anis Izzati Muhamad Sahlan https://creativecommons.org/licenses/by-nc-sa/4.0
Financial Management Strategies and Challenges in Malaysian Educational Institutions: A Systematic Review of Educational Technology Integration
The integration of educational technology in Malaysian educational institutions presents significant challenges and opportunities in financial management. This systematic literature review aims to explore the financial management practices adopted by these institutions during the implementation of educational technology, focusing on challenges, effectiveness, and opportunities for optimization. Following the PICOS framework, the review considers educational institutions in Malaysia (Population), the implementation of educational technology (Intervention), comparisons of financial practices before and after technology adoption (Comparison), and the outcomes related to financial effectiveness and sustainability (Outcomes). The study design includes empirical research, case studies, and reviews. Using a comprehensive search strategy across multiple academic databases, the inclusion of studies is guided by PRISMA, ensuring only relevant and high-quality studies are selected. Data extraction and analysis are conducted using SPAR-4-SLR standards to ensure a thorough and systematic synthesis of findings. The review identifies prevalent financial strategies, including budgeting and funding practices, and examines challenges such as financial risks and cost overruns. The impact of educational technology on financial performance, including operational costs and return on investment, is analysed. Additionally, best practices for optimizing financial management, such as strategic financial planning and collaborative funding models, are highlighted. This review provides critical insights into the intersection of financial management and educational technology in Malaysia, offering valuable recommendations for policymakers and educational leaders. The findings underscore the importance of strategic financial management in ensuring the successful and sustainable integration of educational technology, while also identifying areas for future research to address remaining gaps in the literature.
Copyright (c) 2025 NURUL SYAFIQAH AZMAN https://creativecommons.org/licenses/by-nc-sa/4.0
Investigating the effects of multimodal tasks-critical reading integrated instruction on rural senior high school students’ reading achievement, reading motivation and confidence in Hohhot Inner Mongolia, China
One of educational reforms that China is undertaking is to improve her citizen’s English language proficiency, and more specifically, to be competent in critical reading. However, there is a tendency to pay too much attention to grammar to improve students' reading comprehension, which may bring great reading pressure to students, but it will not improve their critical reading ability. This can be frustrating to the students and possibly affect their motivation to further pursue reading. In addition, a teacher-centered approach may have improved students’ vocabulary and grammatical rules, but not to read critically. Therefore, this study reports the effects of integrating critical reading content with multimodal tasks which aims at providing English Language teachers in China with an alternative approach for teaching critical reading. A quasi-experimental design with pretest and post-test is used to investigate the effects of multimodal tasks integrated lessons on Grade 2 rural senior high school students’ critical reading achievement. Their motivation and confidence is also examined. Two questionnaires are used to examine students’ motivation and confidence to read critically. The findings reveal that the experimental groups with the intervention of multimodal tasks has a higher critical reading test scores than the control groups. The questionnaires also show that the experimental group receiving multimodal task also has a significantly better motivation and confidence to read critically as compared to the control group after the intervention. Multimodal tasks have a positive impact on the critical reading ability, motivation and confidence.
Copyright (c) 2024 Yanru Wang, Pauline Swee Choo Goh, Mei Kin Tai https://creativecommons.org/licenses/by-nc-sa/4.0
Exploring the impact of micro:bit on pre-service teachers’ professional development
Many countries are integrating programming into their official curricula, recognizing its increasing importance. However, changing curricula alone is not enough. Essential are qualified and motivated teachers who can select and implement suitable learning environments. It can be assumed that the experiences gained by pre-service teachers (PSTs) during their own learning significantly influence the way they design their lessons later. Contributing to improving the quality of PSTs education, we developed workshops introducing block-based programming with micro:bit. This paper focuses on the theoretical foundation, practical implementation, and evaluation of the workshops. We investigate how PSTs benefit from our workshops. We examine the impact across four dimensions: problem-solving skills, motivation, collaboration and teamwork, and learning through discovery. We used a mixed-method approach to gather data from the PSTs: An online questionnaire combining questions with Likert-scaled answer options and open questions was used. The results indicate a strong positive trend in these four dimensions, suggesting that the micro:bit can enhance the personal and professional development of PSTs in programming.
Copyright (c) 2025 Asif Mushtaq, Klaus-Peter Eichler, Moritz Seibold https://creativecommons.org/licenses/by-nc-sa/4.0
Blending technology with literature: Leveraging YouTube to teach poetry to secondary school students in Malaysia
Technology offers a multitude of choices to spur students’ interest in learning. This study explored the use of an online video sharing platform known as YouTube for the purpose of teaching and learning of literature in the secondary education context. The specific aims of this study were to: determine the impact of YouTube on Form 4 students’ motivation in learning poems, analyse their perception towards the use of YouTube in learning poems, and describe the YouTube features that affect their motivation. The study adopted a mixed methods research design, whereby quantitative data was collected using the Attention, Relevance, Confidence, and Satisfaction (ARCS) model survey, and open-ended responses were analysed qualitatively. The findings suggested that there was no significant difference in motivation between male and female participants; both groups identified YouTube as being instrumental in education because of its awareness factor. The perceived advantages included access and ease of use of visual aids which helped in enhanced understanding. However, there were limitations that were discovered in the study such as absence of instructions and interference due to advertisement breaks. The study proposed that educators may consider integrating YouTube into their instructional approaches while acknowledging its constraints in order to optimise student involvement.
Copyright (c) 2025 Casey Evan Chung, Wirawati Ngui https://creativecommons.org/licenses/by-nc-sa/4.0
Comparison of educational policies and curricula of Japanese and Indonesian elementary schools at the present time
Education plays an important role in the progress of a nation, and Japan has long been an example of an effective and efficient education system. This research compares the education policies and elementary school curricula between Japan and Indonesia today. Using the literature study method, this research describes how Japan integrates moral values and life skills in education through the “Doutoku-Kyouiku” program and seikatsu lessons, which teach students about everyday behavior. Meanwhile, Indonesia adopted the Pancasila Learner Profile as a reference for character education based on the Minister of Education, Culture and Research Regulation No.12 of 2024. The results show that although the two countries have different approaches, both are committed to providing quality and inclusive education. Japan emphasizes the development of academic competence and character, while Indonesia focuses more on character development through Pancasila values. The Japanese education policy and curriculum can thus be used as a reference for Indonesia to improve the quality of education in the future towards the Golden Indonesia 2045.
Copyright (c) 2024 Muhammad Nurrahman, Sri Marmoah https://creativecommons.org/licenses/by-nc-sa/4.0
Psychological factors associated with students’ withdrawal from Sijil Pelajaran Malaysia: A qualitative study
The withdrawal from the Sijil Pelajaran Malaysia (SPM) examination presents a major public health concern. This study aims to explore and identify the psychosocial problems contributing to students' withdrawal from SPM. A transcendental phenomenological qualitative research design was used in this study. Six participants were recruited using the criterion sampling method, and the data were collected through semi-structured interviews online. The data were transcribed and analysed using thematic analysis, and three main themes and two sub-themes each emerged. The main themes were (1) educational detachment; (2) academic pressure and school-related anxiety; and (3) external burdens and fragile support systems. The results from this study can be utilised by schools, mental health agencies, and other relevant bodies to formulate tailored interventions aimed at combating the concerning rate of no-appearances.
Copyright (c) 2025 Nursabrina Allisya Syamsul Reza, Temitope Folashade Aroyewun , Asma Perveen https://creativecommons.org/licenses/by-nc-sa/4.0
“This seems important”: A thematic analysis of reflections on a compulsory induction program for new Malaysian university teachers
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.
Copyright (c) 2024 Daron Benjamin Loo, Farous Izwan Abdul Aziz, Nadiah Rus Liyana Rusli, Yong Zi Hong https://creativecommons.org/licenses/by-nc-sa/4.0
A review of the relationships between humour, motivation, and self-esteem in ESL/EFL classroom
Humour is a powerful tool that acts as a bridge between the teacher and students, breaking down barriers and creating a more relaxed atmosphere where learners feel comfortable taking risks with their language skills. Nevertheless, research on the relationship between humour, motivation, and self-esteem in ESL/EFL courses among language learners is scarce. The purpose of this review is to fill the gap in the literature through a synthesis and evaluation of the potential connections between humour, motivation, and self-esteem among language learners in ESL/EFL classrooms. The findings of the studies reviewed suggest that humour exerts a positive impact on learners' motivation to engage in the language learning process and their self-esteem. The results also indicate that humour can reduce anxiety, increase enjoyment, and promote a positive learning environment. Additionally, humour was found to increase confidence, improve social skills, and promote a more positive self-image among language learners. However, the results also showed that the relationship between humour, motivation, and self-esteem may not be consistent across all learners, highlighting the importance of considering individual differences when integrating humour into language learning. The findings of this review lend credence to the notion that humour plays a positive role in promoting motivation and self-esteem among language learners in ESL/EFL classroom. Future research is recommended to identify the best practices for incorporating humour in the language classroom.
Copyright (c) 2024 Kam-Fong Lee, Mansour Amini https://creativecommons.org/licenses/by-nc-sa/4.0
On the most significant change of teachers’ evaluation: A descriptive-narrative research
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.
Copyright (c) 2024 Carina Seron, Betarmos, Jr. Vicente, Melbert Hungo, Leomarich Casinillo https://creativecommons.org/licenses/by-nc-sa/4.0
Relationship between junior high students’ perceptions of self-learning modules and their academic performance
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 (r = .33, p < .01), technological affordances and learning resources (r = .33, p < .01), and self-directed learning and time management (r = .31, p < .01) were significantly related to performance. Simple linear regression analysis revealed that students' perceptions of self-learning modules predict their academic performance (β = 2.86, p < .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.
Academic performance self-directed learning
Copyright (c) 2024 Fatima L. Mercado https://creativecommons.org/licenses/by-nc-sa/4.0
Integrating digital citizenship in social studies
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.
Copyright (c) 2024 Ma. Victoria Colis, Wilma S. Reyes https://creativecommons.org/licenses/by-nc-sa/4.0
Teachers’ barriers in implementing the revised curriculum for deaf learners: The case of two special schools in Northern Namibia
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.
Copyright (c) 2024 Isidor Haufiku, Hilya Tulipomwene Shuulinawa Nghitoolwa, James Abah https://creativecommons.org/licenses/by-nc-sa/4.0
The utilization of 21st century ICT Tools in Teaching and Learning of Technology and Vocational Courses in a Nigerian Public University
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.
Copyright (c) 2024 Nnaemeka Martin Agbo, Ngozi Favour Onyemachi, Emmanuel Abiodun Ogunmola https://creativecommons.org/licenses/by-nc-sa/4.0
Enhancing Teacher Mental Health Literacy: Reliability Assessment of the Student Mental Health Awareness Questionnaire in Malaysia
Amidst Malaysia’s burgeoning child mental health crisis, effective early detection and intervention strategies within educational settings are imperative. This study introduces the Student Mental Health Awareness Questionnaire (SMHAQ), designed to evaluate secondary school teachers’ awareness of student mental health issues. Developed to address the gap in mental health literacy among educators, the SMHAQ features 101 items across knowledge, attitudes, and practices domains. Administered to 391 teachers across three Malaysian states, the questionnaire exhibited high internal consistency (Cronbach’s alpha of 0.849) and moderate test-retest reliability, affirming its credibility as a comprehensive measure for mental health awareness. However, the study’s limitation to specific regions and a brief test-retest interval underscores the necessity for further reliability testing across a broader educational and cultural landscape. Future research should explore longitudinal applicability and effectiveness in diverse settings, paving the way for more nuanced student mental health interventions. This work represents a vital step forward in integrating mental health awareness into educational frameworks, thus improving student well-being through informed practices. This study underscores the pivotal role of teacher mental health literacy in educational settings, suggesting that improved awareness and understanding among educators can lead to more effective interventions and support for students. The findings advocate for integrating mental health training into teacher education programmes and shaping policies to better equip teachers in managing student mental health issues.
Copyright (c) 2024 Mohd Faiz Fansuri Mohd Affandy, Azlinda Azman, Intan Nooraini Zainol https://creativecommons.org/licenses/by-nc-sa/4.0
Teaching encounters of digital immigrant faculty members of BASC in the usage of infused technology
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.
Copyright (c) 2024 Jose Marie F. De Guzman, Yosef Eric C. Hipolito https://creativecommons.org/licenses/by-nc-sa/4.0
Students care that you care: Nine lessons learned on student-faculty interactions in higher education
How can professors connect better and interact more with students in a higher education context? This paper attempts to answer this question and reports on lessons learned through the pursuit of phenomenological research on student-faculty interaction experiences of international students enrolled in Korean universities, through which 17 foreign enrollees were interviewed. This paper is based on the qualitative findings of a phenomenological study investigating student-faculty experiences for international students. In light of empirical findings and insight from literature, this reflective essay presents nine concrete lessons that can guide educators’ efforts to establish, develop, and maintain meaningful relationships with university students, including foreign enrollees. Such insights are meant to offer new ideas and avenues toward more frequent and meaningful interactions between professors and students in a higher education setting.
Copyright (c) 2025 Natalie Thibault https://creativecommons.org/licenses/by-nc-sa/4.0
Meneroka cabaran dan aspirasi pendidikan bagi masyarakat Iban di Betong, Sarawak
Kualiti pendidikan yang bermutu dapat melahirkan modal insan yang berilmu pengetahuan, berfikiran secara kritis dan rasional, berkepakaran tinggi, serta mengamalkan pembelajaran sepanjang hayat. Oleh yang demikian, kajian ini telah dijalankan bagi meneroka secara lebih mendalam mengenai cabaran dan aspirasi pendidikan bagi masyarakat Iban di Betong, Sarawak menerusi sesi temubual mendalam. Persampelan bertujuan telah digunakan bagi mengumpul data bersama enam orang informan. Keputusan kajian menunjukkan bahawa majoriti daripada informan yang terlibat dalam kajian ini berada dalam lingkungan umur 19 hingga 41 tahun, telah menamatkan pelajaran setakat peringkat Diploma, serta sedang bekerja di bawah sektor kerajaan dan swasta. Informan yang terlibat dalam kajian ini berpendapat bahawa pelajar luar bandar berhadapan dengan pelbagai cabaran dalam menimba ilmu pengetahuan termasuk ketiadaan kemudahan pengangkutan awam ke sekolah, kekurangan tenaga pengajar di sekolah, kedudukan rumah yang jauh dari sekolah, dan kemudahan internet yang terhad. Seterusnya, dari aspek aspirasi masa hadapan pula informan menjelaskan bahawa jumlah asrama di kawasan luar bandar harus ditambah serta perlu wujud hubungan yang rapat di antara pihak pengurusan sekolah dengan ibu bapa. Dapatan kajian ini diharap dapat memberi implikasi kepada pihak yang berkepentingan agar memperkasa pembangunan pendidikan di Betong, Sarawak agar anak-anak muda yang dilahirkan di lokaliti yang terpencil di Sarawak masih dapat menikmati prasarana serta mutu pendidikan yang berkualiti pada masa hadapan.
Copyright (c) 2025 Tharshini N.K. https://creativecommons.org/licenses/by-nc-sa/4.0
Pengetahuan dan amalan pelaksanaan terhadap kemahiran PAK21 dalam kalangan guru prasekolah
Kajian ini bertujuan meninjau tahap pengetahuan dan tahap amalan pelaksanaan terhadap kemahiran Pembelajaran Abad Ke-21 (PAK21) dalam kalangan guru prasekolah. Pendekatan kuantitatif dengan reka bentuk tinjauan dilaksanakan dalam kajian ini. Pemilihan subjek kajian dijalankan secara persampelan rawak mudah melibatkan 113 orang guru prasekolah di daerah Batu Pahat. Instrumen kajian ini menggunakan borang soal selidik yang melibatkan tiga bahagian iaitu demografi, pengetahuan terhadap kemahiran PAK21 dan amalan pelaksanan terhadap kemahiran PAK21. Data dianalisis dengan menggunakan analisis deskriptif dan inferensi. Analisis deskriptif menjelaskan tahap pengetahuan dan tahap amalan pelaksanaan terhadap kemahiran PAK21. Statistik inferensi pula melibatkan ujian korelasi Pearson yang menerangkan tentang hubungan antara tahap pengetahuan dengan tahap amalan pelaksanaan terhadap kemahiran PAK21. Hasil kajian menunjukkan bahawa tahap pengetahuan terhadap kemahiran PAK21 dalam kalangan guru prasekolah adalah tinggi (M = 3.84, SD= 0.49) manakala tahap amalan pelaksanaan terhadap kemahiran PAK21 dalam kalangan guru prasekolah adalah sederhana (M = 3.15, SD = 0.90). Analisis korelasi Pearson pula menunjukkan terdapat hubungan signifikan yang sederhana teguh (r = .04, p < .01) antara tahap pengetahuan dengan tahap amalan pelaksanaan terhadap kemahiran PAK21 dalam kalangan guru prasekolah. Antara cadangan kajian lanjutan ialah pengkaji baharu boleh melaksanakan kajian mengenai faktor yang mempengaruhi amalan pelaksanaan terhadap kemahiran PAK21 dalam kalangan guru prasekolah dan kajian khusus mengenai amalan pelaksanaan kemahiran kolaboratif di kelas prasekolah. Kesimpulannya, PAK21 merupakan pendidikan masa kini yang penting untuk dititikberatkan dalam kalangan guru dan dilaksanakan daripada peringkat prasekolah.
Copyright (c) 2024 Nadzirah Osman, Intan Farahana Abdul Rani https://creativecommons.org/licenses/by-nc-sa/4.0
Effects of problem-based learning approach on enhancement the listening practice
The utilisation of the problem-based learning (PBL) approach serves as a pedagogy that enables students to acquire knowledge on genuine concerns and subsequently apply them in practical settings. This particular methodology allows for the incorporation of experiences to facilitate adaptability through the process of learning. Students in the tourism programme are able to support aspects of issues through their last experiences with tourism and it is posited that students engage in collaborative discussions with peers to discuss the issue and acquire knowledge through experiential learning. This study focused mainly on the listening ability of students to apply the PBL approach to enhance their listening ability based on tourism issues. Additionally, the study seeks to explore the opportunities, advantages, and challenges associated with its use. The study was conducted over a period of eight weeks and comprised a sample of thirty-nine students. The data analysis entailed the utilisation of paired sample t-tests for the purpose of testing and thematic analysis for group interviews. The findings on listening ability indicated that the post-test score was higher than the pre-test score. Furthermore, the students acknowledge that the PBL approach is useful for future application and daily life while also having the potential to augment vocabulary acquisition. Conversely, the PBL methodology suggests that extensive engagement in activities is more efficacious for students who possess prior experience with the issues being discussed.
Copyright (c) 2024 Anumat U-soh, Rohaya Abdullah https://creativecommons.org/licenses/by-nc-sa/4.0
Assessing remote learning's feasibility: A comprehensive analysis of Philippine public-school teachers’ use of learning management systems and blended learning approaches
This study examines the ever-changing environment of blended learning, with a special emphasis on how teachers in public schools in the Philippines use Google Classroom in the shifting educational landscape. Based on a mix of academic views and practical research, the study seeks to improve our understanding of the difficulties and possibilities related to blended learning. The conceptual framework, derived from Graham et al.'s blended teaching matrix, classifies interactions into four quadrants, offering a complete structure for comprehending blended learning situations. The study aims to identify the blended teaching approaches used by instructors, evaluate the utilization of Google Classroom features and Google Apps for Education, and ascertain the frequency and dependence of Google Classroom as a key teaching tool. Data was gathered from 123 public-school teachers at the Schools Division Office of Isabela through a systematic survey. The results demonstrate a prevalent use of Google Classroom features, highlighting its significance in facilitating the transmission of lessons, communication between students, distribution of assignments, and improvement of learning activities. An examination of the features of Google Classroom, Google Apps for Education, and Google Docs file templates reveals a wide range of use patterns among instructors, ranging from seldom to regular utilization. Teachers demonstrate favorable attitudes towards the adaptability and compatibility of Google Classroom, emphasizing its seamless connection with portable devices. Challenges arise from the sporadic Wi-Fi connections, which have a negative influence on the quality of blended learning. The research suggests implementing customized professional development program for teachers and highlights the need to include adaptive technological frameworks in curriculum design. This study provides essential knowledge on the implementation of blended learning methods by public school teachers. It gives suggestions for policymaking, curriculum design, and teacher training in response to the ever-changing educational environment.
Copyright (c) 2024 Mark Jhon Prestoza https://creativecommons.org/licenses/by-nc-sa/4.0
A personal development framework on core values for catholic school teachers
This study identified the basic education Catholic School teachers’ personal lived and desired core values as well as the challenges faced in living out those core values and how they faced those challenges. It probed how teachers envision their school community if core values are lived out and recognized the school programs, activities, and support needed to enhance their core values. Phenomenological research was conducted that applied Appreciative Inquiry and validated online interviews were utilized for data gathering which was participated by twenty-five (25) teachers and five (5) principals from five Catholic schools in Metro Manila. The results showed that the most lived core values are being Maka-Diyos (Love of God), Makatao (Love of Others), Makakalikasan (Love of Creation), Makabansa (Love of Country), and Mahusay (Excellence). In living out these core values, they experienced challenges, particularly in managing their human nature, conflicting values with others, as well as time, energy, and resource management. If core values are fully lived out, the teachers envision their school to be a happy community with a healthy work culture in attaining its vision, mission, and goals for the transformation of society. To enhance core values, the teachers recommended spiritual formation, mental health programs, ongoing formation, community building, community extension, staffing, succession, coaching, mentoring, recognition programs, environmental, and nationalism, with emphasis on proper planning, organizing, leading, and controlling. Based on these data, the 4-B Personal Development Framework on Core Values for Catholic School Teachers was designed which highlights the importance of Being, Becoming, Building, and Balancing in enhancing the teachers’ core values.
personal development framework on core values
Copyright (c) 2024 Maribel Hernandez Castillo, Caridad N. Barrameda https://creativecommons.org/licenses/by-nc-sa/4.0
School climate and productivity of teachers in public senior secondary schools, Ogun West Senatorial District, Nigeria
The objective of this study was to explore the potential correlation between school climate and teachers' productivity in public senior secondary schools in Ogun West Senatorial District, Nigeria. The study employed a correlational research design and was guided by four null hypotheses. Data were collected using a self-constructed questionnaire titled “School Climate and Teachers’ Productivity in Public Senior Secondary Schools in Ogun West Senatorial District, Nigeria” on a Likert Four Point Scale rating. The questionnaire obtained a reliability coefficient of 0.83. A multi-stage sampling technique was used to select the sample, which consisted of 25 schools. In each of the 25 schools, 20 teachers were selected randomly on an equal gender basis, resulting in a total of 500 teachers and 200 hundred school head to include principal and heads of department, totaling 700 participants through a multistage sampling technique and data were analyzed using Pearson’s Product Moment Correlation Coefficient in the Statistical Packages for Social Sciences (SPSS) version 21.0. The findings indicated a significant relationship between interpersonal relationship and teachers’ productivity: a significant relationship between school safety and teachers’ productivity; a significant relationship between institutional environment and teacher’s productivity; and a significant relationship between school management and teachers’ productivity. By implication, all aspect of school climate identified in this study plays an integral role in teacher’s productivity, hence the needed catalyst for boosting a good atmosphere in school climate becomes the responsibility of all stakeholders in education. It can be concluded that school climate is key to teacher’s productivity. More so, it is recommended that every school should create a climate team comprising representatives from all school community groups, supported by strong and clearly defined climate leadership at all levels.
Copyright (c) 2023 Emmanuel Semako Gbesoevi, Fatimot Funmilalo Salami, Paul Akintomiwa Akinlade, Esther Adeola Oluwatunbi, Bolanle Adeyemi Ola https://creativecommons.org/licenses/by-nc-sa/4.0
Free higher education retention policy of a local college in the Philippines: Insights of disqualified students
Educational institutions should understand students' needs to provide a policy to help students achieve academic success. Through a qualitative approach, this study examines the insights and personal recommendations of purposively selected 20 college students disqualified from free higher education and proposes a retention policy to address their needs. The research findings indicate that students were disqualified from free higher education for various reasons, including academic failures, difficulties processing subject withdrawals, challenges in balancing work and studies, and personal problems. The students' insights on the scholarship retention policy revealed their awareness and understanding of the policy, a positive perception of its importance, recognition of the impact of personal circumstances, and the significance of responsibility and learning. While personal recommendations from the students included supporting the policy, favoring its revision, and seeking consideration and clarification. By incorporating these insights and suggestions, the proposed retention policy aims to optimize retention rates, enhance student success, and ensure equitable opportunities for all recipients.
Copyright (c) 2023 Joemark D. Ablian, Mariza D. Yabut, Nelia B. Tolentino, Rhina D. Serial, Elaine Kyrelle Sarmiento, Krisna P. Caras, Ianne Joy Y. Maniquiz, Clarisse D. Dragon https://creativecommons.org/licenses/by-nc-sa/4.0