Showing papers in "Issues in Educational Research in 2018"

Resilience and occupational well-being of secondary education teachers in Greece

Abstract: We investigated Greek secondary teachers’ resilience and occupational well-being. We aimed to detect the role of participants’ demographic characteristics and schools’ characteristics, as well as the relationship of teachers’ resilience with their occupational well-being. Two hundred and one secondary teachers from fifteen secondary schools participated. Resilience Scale (Wagnild & Young, 1993) was used to measure the teachers’ resilience and their occupational well-being was measured by the relative scale of Saaranen, Tossavainen, Turunen, Kiviniemi and Vertio (2007). Results revealed that the urbanisation level of the school seemed to affect resilience as well as occupational well-being. Teachers’ scientific specialisation seemed to be related to their resilience levels. Furthermore, teachers’ resilience correlates positively with their occupational wellbeing. Apparently, research on teachers’ resilience and occupational well-being may be fruitful and enrich their future preparation with educational and consultative interventions that could be beneficial for the educator, the organisation, and the students’ progress.

Using a makerspace approach to engage Indonesian primary students with STEM

Abstract: This paper examines the learning experiences of 291 Year 5 and 6 Indonesian primary school students, across four schools in North Jakarta, who participated in an integrated STEM project that used a 3-phase Makerspace approach: exposure, engagement and experimentation, and evaluation and extension. The Wiggle Bots project involved these students employing their skills and knowledge of technology and science to create a 'bot', and then completing a survey that examined their confidence, engagement, identification and application of science knowledge. The results indicated that a Makerspace approach was very effective in engaging students in the STEM space, and students were also challenged to work collaboratively in groups mentored by pre-service teachers. With the application of STEM knowledge and skills, we also posit that the Makerspace approach is effective in the acquisition and demonstration of 21st century skills: problem-solving, critical and creative thinking, collaboration, and communication.

Students' perceptions toward academic competencies: The case of German first-year students

Abstract: Students often enter higher education academically unprepared and with unrealistic perceptions and expectations regarding academic competencies for their studies. However, preparedness and realistic perceptions are important factors for student retention. With regard to a proposed model of five academic competencies (time management, learning skills, technology proficiency, self-monitoring, and research skills), incoming students’ perceptions concerning academic staff support and students’ selfreported confidence at a German university were examined. Using quantitative data, an initial exploratory study was conducted (N = 155), which revealed first-year students’ perceptions of the role of academic staff in supporting their development, especially in research skills, as well as low self-reported confidence in this competence. Thus, a follow up study (N = 717) was conducted to confirm these findings as well as to provide an indepth understanding of research skills. Understanding students’ perceptions is crucial if higher education institutions are to meet students’ needs and provide adequate support services in the challenging first year. Thus, in order to increase student retention, it is suggested that universities assist first-year students in developing academic competencies through personalised competence-based programs and with the help of emerging research fields and educational technologies such as learning analytics and digital badges.

EFL Students' Attitudes towards Self-Regulated Learning Strategies in Academic Writing.

Abstract: The aim of the present study was to investigate EFL university students’ attitude towards self-regulated learning strategies in writing academic papers. A further aim of the study was to compare the attitudes of two groups of university students (third and fourth years) in the employment of self-regulated learning strategies to find out whether academic education assists students to become more self-regulated writers with the passage of time. A questionnaire was developed and administered to 98 college students majoring in English language. The questionnaire consisted of 60 items assessing six dimensions of self-regulated learning, namely, motive, method, time, physical environment, social environment, and performance. Descriptive analyses revealed that the participants were moderate to slightly high in the use of self-regulatory strategies and processes. Furthermore, the findings indicated that certain writing strategies including pre-writing, goal-setting and self-consequence were not appropriately employed by the participants, suggesting an important need to acquire additional strategies for their writing. Using independent samples t-tests, we found that the fourth year students more frequently employed self-regulatory learning strategies in writing (i.e. method and social environment) than did the third year students in this study. The implications of the study which may benefit writing instructors are discussed.

Teacher Perceptions of the Challenges of Implementing Concrete and Conceptual Cooperative Learning.

Abstract: This article reports the results of a mixed-methods study of the perceptions of a selected group of experienced teachers of English as a foreign language of the challenges and potentials of using various cooperative learning methods, in the context of achieving the communicative and social goals of a modern theme-based curriculum. Participants (N = 18) took part in a three-day refresher in-service program, during which they completed a semantic differential scale and kept journals to record their perceptions of the congruence, cost, difficulty, and importance, as well as to express their views regarding the challenges and potentials of using cooperative learning in their respective classrooms. Results revealed that the participants tended to perceive the more concrete Jigsaw cooperative learning methods and the cooperative learning Structural approach to be more congruent to their practices, less costly, and easier to implement; although equally important, to the more conceptual methods of Group investigation, Learning together, and Creative controversy. Likewise, the study showed that all cooperative learning methods and strategies are valued, despite implementation challenges related to teacher knowledge, proper implementation, curriculum alignment and crowdedness, time on task, and school policy.

Benefits and challenges of doing research: Experiences from Philippine public school teachers

Abstract: Previous research studies have indicated the positive impact that doing research has upon teachers’ teaching pedagogies and professional growth. However, only a few studies concerning the challenges and benefits of doing research have been conducted in the Philippines and the ASEAN region. This study explores the experiences of Philippine public school teachers in conducting a school or a classroom research project. The data were collected through individual interviews administered to 11 public high school English teachers in Mindanao, Philippines. Findings suggest that although teachers’ motivations to do research were more personal rather than professional, teachers recognised some benefits of doing school and classroom-based research for their teaching practices and career development. Challenges that were reported include the lack of financial support, heavy teaching load, lack of research skills and knowledge, and lack of research materials and resources. Implications are discussed in light of the findings and recommendations formulated for future research directions.

The Spiritual and Social Attitudes of Students towards Integrated Problem Based Learning Models.

Abstract: This research aimed to investigate the spiritual and social attitudes of students with different academic abilities towards four educational models: problem based learning (PBL); numbered heads together (NHT); integrated PBL and NHT; and multi-strategies model. This quasi-experimental investigation employed a pretest-posttest non-equivalent control group with the design of a 4 x 2 factorial pattern. The research subjects were tenth grade students from four public senior high schools (SMAN) in Jeneponto, namely SMAN 1 Binamu; SMAN 2 Binamu; SMAN 1 Batang; and SMAN 1 Tamalatea. Data on the students' spiritual and social attitudes was taken by using observations, self assessment and peer assessment sheets before and after the learning. The data was analysed with descriptive and inferential statistical techniques. The results of the research indicated some differences in the spiritual and social attitudes of students with different academic abilities towards different learning models. The integrated PBL and NHT learning model was considered as the best combination to improve the spiritual and social attitudes of students with upper academic ability.

Children's Use of ICT, Family Mediation, and Social Inequalities.

Abstract: Children have increasing access, and at younger ages, to ICT. This results from state policy measures, or from families having progressively provided ICT access to their children, or both of these influences. As a critical approach to the impact of technology in the construction of social change, this paper seeks to understand how children's relationships are built with ICT, and how family background and mediation affects this relationship, within the context of socialisation and a certain position in social space. From two case studies we present results of a multivariate analysis as well as qualitative data. The data suggest that the democratisation of access to ICT, amplified by the wide distribution of a laptop computer to children in elementary schools, has resulted in distinct profiles of use by children. These profiles appear linked to different (academic and digital) family resources and diverse parental involvement concerning these uses (regulation and support).

English language teaching in Thailand: Filipino teachers' experiences and perspectives

Abstract: English language teaching and learning is vital for the development of the country and its people. In Thailand, English language teaching has become one of the most popular jobs both for native and non-native English speaker-teachers. However, only a few studies have been conducted to identify and describe English language education in the Thailand. This study presents the experiences of 9 Filipino university and college English teachers and their perceptions on the teaching of English as a foreign language in Thailand. The method used was in-depth individual interviews. Findings reveal that although Filipino teachers were positive about teaching English to Thai students, they perceived that English language teaching in the country is a challenging task because of students' lack of interest in the English language; lack of exposure to and support for an English speaking environment; unclear and unsuitable English language curriculum; and lack of teacher professional development. Implications are discussed and suggestions for future studies are offered.

Teacher support in learning: Instrumental and appraisal support in relation to math achievement

Abstract: This study explored the extent to which teachers’ instrumental (i.e., tangible aid to promote learning) and appraisal support (i.e., teacher feedback) enhanced students’ achievement in mathematics. Participants included 13,950 fifteen-year-old Canadian students who participated in the 2012 Programme for International Student Assessment. Based on students’ reports, results from hierarchical regression analyses showed that instrumental support and teacher feedback respectively positively and negatively predicted math achievement. Further, teacher feedback made an additional contribution to math achievement over and above instrumental support. Findings suggest that different types of teacher support might differ in their efficacy in promoting math achievement.

A Professional Learning Model Supporting Teachers to Integrate Digital Technologies.

Abstract: Contemporary teachers have an obligation to support and scaffold students’ learning in digital technologies and to do this in authentic contexts. In order for teachers to be successful in this, their own competency in digital technologies needs to be high, and their own 21st century learning skills of communication, collaboration, creativity and problem solving need to be well honed. Teachers are challenged to understand not only the associated digital pedagogical practices and content knowledge, but also to be familiar with how the technology components can be best used to support learning (Ertmer & Ottenbreit-Leftwich, 2013). This paper reports on a 2016 pilot project that incorporated the key components of highly effective teacher professional learning to leverage transformational change: on-site, over-time, through a community of practice and building the confidence and competence of teachers to implement the digital technologies curriculum (Jimoyiannis, 2010; Rodrigues, 2005; Wenger, White & Smith, 2009). This project supported 28 primary and secondary school teachers from regional Western Australia to collaborate through a distributed digital learning network or a guided Professional Learning Network that was called a “cluster” to develop and reflect upon their digital capabilities.

Children with learning difficulties in mathematics: Relating mathematics skills and reading comprehension

Abstract: The aim of this study is to examine the mathematics skills of fourth-grade children from Kosovo in relation to their background characteristics. Seventy-six children, out of 233 tested, who were identified with learning difficulties in mathematics were further assessed during fifth and sixth grades, in mathematics skills and reading comprehension. The findings showed that there were no gender differences in mathematics achievement, whereas children's urban or rural locations as well as their socio-economic status were observed to have a substantial impact on mathematics performance of children in the main sample, but not for those in the subsample. For children with learning difficulties in mathematics, the initial level of reading skills was a powerful determinant of their later mathematics performance and the initial level of mathematics skills was also similarly predictive of reading comprehension. The children's background characteristics did not add explanatory variance in performance outcomes over their previous mathematics and reading skills learned during the first years of primary school. The high association between mathematics performance and reading comprehension suggests that mathematics and reading problems may result from a similar cognitive background.

Quality challenges in transnational higher education under profit-driven motives: The Vietnamese experience

Abstract: Among educational practices in the era of globalisation, developing countries are emerging with diverse representations of transnational collaboration. This paper investigates the operation and regulation of joint programs in Vietnam as a case study of higher education under the impact of profit-driven motives. It first reviews the trends, international agendas, and model frameworks for the provision of transnational services in education. Drawing on professional experience as quality assurance practitioners, higher education policymakers, and transnational education teacher participants, the authors critically reflect on recent development of joint programs in Vietnam pertaining to major quality assurance, decision making, partner selection, and curriculum issues. Corresponding solutions are then recommended with reference to aforementioned frameworks of effective practices. This paper offers both theoretical and practical views of transnational joint programs to inform key stakeholders in the enhancement of international collaboration in higher education. It also hopes to contribute to a more pluralistic perspective of this international practice to the current research field.

The flipped classroom and college physics students' motivation and understanding of kinematics graphs

Abstract: Reversing the traditional classroom activities, in the flipped classroom model students view lectures at home and perform activities during class period inside the classroom. This study investigated the effect of a flipped classroom implementation on college physics students’ motivation and understanding of kinematics graphs. A Solomon fourgroup design employing quantitative and qualitative methods was used to gather data. Four college physics sections participated in this study. Two groups received a researcher-developed, flipped classroom, instructional material over the course of 8 sessions. Test for Understanding Graphs in Kinematics (TUG-K) gain scores (post-test pretest) were significantly higher for the experimental groups (M=1.87, SD=2.909) compared with the control groups (M=0.54, SD=1.853). However, Physics Motivation Questionnaire II (PMQII) did not show a significant difference. The flipped classroom may enhance students’ learning of kinematics graphs by improving their level of understanding, but was shown to have no effect on their motivation.

Motivation of Students for Learning English in Rwandan Schools.

Abstract: Since Rwanda decided that from 2009 English will be the sole medium of instruction from upper level primary school onwards, motivation for learning English has become an especially important issue. Therefore this study investigated motivation for Rwandan primary and secondary school students to learn English. The study was carried out in Nyagatare and Huye districts in October 2015, with participation by 1,237 school students (314 primary, 475 lower secondary and 448 upper secondary), administered a questionnaire containing 34 items on motivation. Factor analysis identified five types underlying motivation: unwillingness-based, intrinsic, anxiety-based, future-oriented, and praise-oriented. Results show that students in Rwanda overall rely mostly on praiseoriented motivation, followed by intrinsic, future-oriented, anxiety-based, and unwillingness-based motivation. Intrinsic and praise-oriented forms of motivation increase with age, although unwillingness-based and future-oriented forms of motivation, both of which can be labelled as extrinsic motivation, decrease with age. The study indicates that praise is a potential explanatory variable for an increase in intrinsic motivation, whereas a decrease in extrinsic motivation can be attributed to high unwillingness-based motivation of primary school students.

Safety and security in preschools: A challenge in informal settlements

Abstract: School safety is important in enhancing children's learning. It is defined as measures put in place by staff, parents, learners and other stakeholders. The measures are meant to minimise risk conditions that may cause accidents, bodily injury as well as emotional and psychological distress. Accidents, if not prevented, can cause disability or death, while emotional and psychological trauma can lead to lack of self-esteem which may result in poor performance in education. Therefore meaningful teaching and learning cannot happen in an environment that is not safe and secure for both learners and staff. This article presents findings of a study conducted in preschools in informal settlements in Nairobi County, Kenya, focusing on safety and security for children in preschools. A mixed methods approach involving concurrent qualitative and quantitative data collection procedures was utilised for the study, conducted in 54 preschools involving 54 head teachers/managers, 78 pre-school teachers and four officers in education in Nairobi City County. Findings revealed that government has endeavoured to come up with guidelines and minimum standards through various policies, but preschools in informal settlements are experiencing a myriad of challenges impacting negatively on children's learning. Among these are poor infrastructure, lack of play space and play equipment, congested classrooms and school compounds not fenced. In view of the challenges, it is recommended that county government in collaboration with other stakeholders in early childhood should come up with model preschools in informal settlements to create conducive learning environments. There is also a need for frequent inspection of preschools to ensure that safety and security standards are observed and implemented.

Student perceptions on peer feedback training using a blended method: A UAE case

Abstract: The impact of peer reviewing for writers has been investigated extensively for the past three decades. Results have showed that peer reviewing improves writers’ texts, helps in identifying their writing strategies, and develops their motivation and confidence. Less researched, however, are the ways that could improve the quality of peer-review feedback in an EFL context, compared with English dominant settings. To address this issue, the current study examined the effect of peer reviewing training on the motivation and engagement levels towards self and peer reviewing of undergraduate students who are Arabic native speakers at a foundation intermediate English class. Students received training on how to review essays and provide effective feedback on formal (related to English language structure) and global errors (related to the content and organisation of writing). Combinations of face to face training and self-paced training through mobile technology learning apps were provided to students for 10 weeks. Investigating students’ perceptions and attitudes, this study found that combining peer editing training, face to face and mobile learning tools impacted positively upon EFL students’ revisions and overall writing. Students were able to generate specific feedback on global as well as formal issues. This study concludes by presenting several practical implications and suggestions for future research.

The Effect of School-Based Experience on Preservice Teachers' Self-Efficacy Beliefs.

Abstract: This research examined preservice teachers’ self-efficacy beliefs immediately prior to and after the final practicum for an undergraduate three-year primary education teaching program. The primary purpose of the study was to explore the effect of the capstone practicum experience on the students’ teacher self-efficacy beliefs. A secondary objective was to compare the utility of two established measures of teacher self-efficacy. A cohort of preservice teachers from New Zealand (N = 75) completed the Teachers’ Sense of Efficacy (long form) (Tschannen-Moran & Woolfolk Hoy, 2001) and the English version of the Norwegian Teacher Self Efficacy Scale (Skaalvik & Skaalvik, 2007), before and after their final practicum placements. Results indicated that the participants’ self-efficacy beliefs increased from pre to post. Further, the NTSES and the TSES were both found to be useful measures for assessing preservice teachers’ self-efficacy beliefs, with the NTSES providing more differentiated evaluation. These results are discussed in the context of how capstone practicum experiences can enhance preservice teachers’ teacher self-efficacy beliefs.

Reflective practice, self-efficacy and research practice of EFL teachers: Examining possible relationships

Abstract: This study examined the relationships among English as a foreign language (EFL) teachers’ reflective practices, self-efficacy, and research practice. Data were collected from a survey of 150 EFL teachers engaging both with (i.e. through reading) and in (i.e. through doing) research in English language teaching (ELT). The results of multiple correlation analyses indicated significant and positive associations among reflective practice, self-efficacy, and research practice. These analyses also indicated that all subscales of reflective practice significantly and positively correlated with research practice and self-efficacy. In addition, all subscales of self-efficacy significantly and positively correlated with research practice and reflective practice. The results from multiple regression analyses indicated that reflective practice and self-efficacy strongly predicted the participants’ research practice, with the former being a stronger predictor. Multiple regression findings further showed that among the subscales of reflective practice, cognitive and critical reflections strongly predicted research practice, and practical and cognitive reflections strongly predicted self-efficacy. Additionally, among the subscales of self-efficacy, efficacy for instructional strategies and efficacy for classroom management strongly predicted research practice and efficacy for instructional strategies, and efficacy for student engagement strongly predicted reflective practice. Moreover, results from one-way analysis of variance (ANOVA) indicated that among EFL teachers who were actively, moderately, and rarely engaged in research, EFL teachers who were actively engaged in research did more reflective practice and were more self-efficacious.

Action research as professional development: Its role in education reform in the United Arab Emirates

Abstract: This paper is concerned with exploring the microsystem of teachers' experiences with education reform within the action research (AR) model for professional development (PD) Within the macrosystem of current major education reform in the UAE, it is timely to explore teachers' experiences of AR as PD to improve pedagogy The process of engaging in AR for PD is explored through a pragmatic lens, insisting on treating research as a human experience based on the beliefs and actions of practitioners The paradigm of critical pragmatism acknowledges the interpretive cycle but at the same time does not limit the research methods which may be used In this study, a survey has been used to gather data The study found that more individual support should be given to teachers during the AR process, that teachers should be allocated more in-school time to work on classroom-based research and that, where applicable, more academic research materials need to be made available in languages other than English

Reflection-on-action in qualitative research: A critical self-appraisal rubric for deconstructing research

Abstract: In this paper, four critical friends meet to discuss qualitative research practices. Together they put one of their own case studies under the knife and deconstruct it to investigate the possibilities that knowledge work is complicated not only by the dynamics of socially constructed enterprises and the actors involved therein, but by the positioning of the researcher. The case describes an evaluative study of a university program where students engaged in directed experiential learning in group-integrated learning settings. The researcher was also the course lead-tutor and this gave rise to some concern, on later reflection and in discussions among critical friends, when issues of researcher positioning were considered. Together, through questioning the topic, the literature, the research experience and the role of the researcher, we developed a reflection-on-action rubric. In a research arena where subjective, interpretative and messy examples abound, as they should, this paper offers an example of our own work, an honest self-appraisal, a rubric for readers' consideration and a discussion that adds to the perpetual flux of knowledge work.

Mapping Physical Sciences Teachers' Concerns Regarding the New Curriculum in South Africa.

Abstract: This article reports on a study investigating physical sciences teachers' stages of concern (SoC) profiles during the implementation of the curriculum and assessment policy statement (CAPS) in South Africa. Throughout reform implementation, it is conceivable that teachers go through different SoC, ranging from giving low priority to the reform (unconcerned stage) to being preoccupied about how they can improve the innovation (refocusing stage). Previous studies have not focused on mapping teachers' SoC profiles during reform implementation in South Africa. Using the concerns-based adoption model (CBAM), the SoC questionnaire (SoCQ) was conducted with 81 physical sciences teachers from 62 schools in a South African district in the fifth year of CAPS implementation. Self-concerns were found to be dominant among the participants. Multivariate analysis of variance showed no significant differences between teachers' SoC profiles and their years of experience with the reform. This suggests that any programs of support offered so far may have had no significant impact in shifting teachers' SoC profiles. The regular use of the SoCQ to monitor teachers' progression through different SoC is recommended. Programs addressing the teachers' dominant concerns may thus be developed based on these understandings, thereby increasing the chances of successful implementation.

The school experiences of children and adolescents with type 1 diabetes in Western Australia

Abstract: Leanne Fried, Rena Vithiatharan Telethon Kids Institute and The University of Western Australia Elizabeth Davis, Tim Jones Telethon Kids Institute, The University of Western Australia, and Princess Margaret Hospital for Children, Western Australia Kirsten Hancock, Kevin Runions, Donna Cross Telethon Kids Institute and The University of Western Australia Donald Payne Telethon Kids Institute, The University of Western Australia, and Princess Margaret Hospital for Children, Western Australia Caleb Jones, Arthur Wright, Debbie Pieterse, Joy Knowles, Julie Clarke School of Special Educational Needs: Medical & Mental Health Ashleigh Lin Telethon Kids Institute and The University of Western Australia

Rethinking healthy school relations for curriculum change in Zimbabwe: A relational leadership approach

Abstract: The article addresses the challenges faced in the implementation of the new curriculum in Zimbabwe. The new curriculum was rolled out in the midst of various trajectories (challenges), such as lack of resources, inadequate teacher preparation and resistance from teachers and parents, among others. We used relational leadership as a theoretical lens, which buttresses a need for school leadership that prioritises relationships within the implementation context. The study was qualitative, with 25 participants chosen through purposeful sampling and snowballing from five different schools in rural Zimbabwe. Data were collected through interviews and a focus group discussion. The data were then analysed using the lens proposed by Laws, Harper and Marcus (2003), where various themes were identified responding to the research questions. The study found that healthy school relations, though overlooked, are very important in the success of any curriculum implementation process and that there is a need for curriculum planners, school heads, teachers and learners to invest in healthy relations underpinned by social justice, emancipation and improvement of school conditions as alternatives to enhance a contested curriculum implementation.

Relationship between Students' Tendencies toward Academic Risk-Taking and Their Attitudes to Science.

Abstract: The purpose of this study was to examine the relationship between fifth to eighth grade students’ tendencies toward academic risk-taking and their attitudes to science. A total of 680 students participated in this study which used a relational survey model. The \"Science Attitude Scale\" and \"Academic Risk-taking Scale\" scales were used to collect data. Simple linear regression, stepwise multiple regression, t tests, and ANOVA statistics were used to analyse the data. It was concluded that there is a statistically significant positive correlation at a moderate level between students’ tendency to take academic risks and their attitudes to science. For the academic risk sub-factors, there was a low positive correlation between the tendency to have negative feelings after failure and attitudes to science. Similarly, there was a low positive correlation between the tendency not to do any homework and attitudes to science. There is a statistically significant difference between students' attitudes to science and their tendency to take academic risks based on gender (female), grade level (low) and academic success (high). In addition, the students' tendency to take academic risks significantly predicted attitudes to science. Whether students’ tendencies to take academic risks predicts their creativity, and their critical, analytical and innovative thinking skills can be examined using these results.

CO-CREATE: Teachers' voices to inform special education teacher education

Abstract: Teacher education is under increasing scrutiny regarding the preparedness of graduates to work in the profession in the early years of their career. To inform a teacher education program on the issues affecting graduates working in the field of special education, 77 special education teachers and principals were surveyed. Findings highlight the importance of consultation and engagement with adults with a disability and the families of children with disabilities, in meaningful ways, such as Q&A sessions, tutoring, presentations and involvement in local support groups. The research seeks to add teachers’ voices to uncover potential ways for universities to enhance course delivery for pre-service teachers wishing to work in special education. Six key areas emerged as necessary for inclusion in special education teacher education programs, summarised by CO-CREATE (Consult, Observe, Collaborate, Resource, Evaluate, Analyse, Technology integration and Engagement).

On the relationship between the forethought phase of self-regulated learning and self-regulation failure

Abstract: In order to extend previous research on procrastination as a cause of performance failure due to faulty self-regulation, we developed a model of self-regulated learning failure and tested it in two separate studies (N1 = 378, N2 = 315). The relationships between procrastination, disorganisation, the forethought phase of self-regulated learning (SRL), academic performance and self-regulation failure are addressed. Self-report scales were used to assess procrastination, disorganisation, and forethought. Three hypotheses about the relationships between these dimensions were tested. The first is that disorganisation and procrastination are two distinct constructs; it is argued that they represent two routes via which self-regulation failure can be manifested. The second is that disorganisation and procrastination have a negative impact on academic performance; the results obtained showed that only disorganisation had a negative impact on academic performance. The third is that the implementation of high-quality processes during the forethought phase is a safeguard against disorganisation and procrastination.

Finnish Teacher Education and Its Contributions to Pre-Service Teachers' Instructional Self-Efficacy.

Abstract: This study focuses on how Finnish pre-service teachers’ instructional self-efficacy contributes to their belief in their ability to provide learning opportunities and positive classroom outcomes. Data were gathered from 153 pre-service teachers and analysed using structural equation modelling. We found that experiences with problem behaviour negatively contributed to pre-service teachers’ instructional self-efficacy. We also found two factors that contributed positively to pre-service teachers’ instructional self-efficacy: supervisor’s feedback and perceived practical examples in general pedagogy courses.

Contributing and Damaging Factors Related to the Psychological Capital of Teachers: A Qualitative Analysis.

Abstract: Over the last two decades, psychological capital has gained prominence in the literature on positive organisational behaviour. However, further investigation is still needed in relation to this issue, particularly in the context of educational organisations. Accordingly, this study aimed to examine the contributing and damaging factors relating to the psychological capital of teachers. The researchers followed a qualitative approach and conducted a basic interpretative study to determine the perceptions of 14 teachers, who were selected for participation using a maximum variation approach. Deductive content analysis was then carried out to analyse the raw data. According to the findings, a supportive organisational climate, collaboration, communication, convenient physical conditions of the school, parent engagement, professional characteristics and positive experiences emerged as contributors to teachers’ psychological capital. On the other hand, a strict bureaucratic focus and ongoing interference by school principals; inadequate physical conditions of the school; negative attitudes of parents and colleagues; the poor reputation of the teaching profession; and negative experiences of teachers were identified as damaging to psychological capital.

Distributed Leadership in Three Diverse Public Schools: Perceptions of Deputy Principals in Johannesburg.

Abstract: This article explores the perceptions of deputy principals of formerly segregated township schools in South Africa on the concept of distributed leadership. In the apartheid dispensation, school leadership style was hierarchical and centralised on the principal, but now distributed leadership has gained global attention because it allows different leadership roles to be allocated over multiple members of the school, for the purpose of improvement of learner achievement. The paper is based on a case study research of three deputy principals in three schools in Johannesburg. The schools were selected on the basis that they were historically disadvantaged, hence they are designated here as former Indian, Black and Coloured schools. A qualitative approach was employed in which semi-structured interviews were used to gather data. The findings revealed that all the three deputy principals understood distributed leadership as sharing responsibilities and working collaboratively for the sake of learners’ achievement. Although two deputy principals strongly believed in the benefits of empowering teachers to make decisions concerning the school, the deputy principals showed a lack of trust in teachers’ ability to take leadership and believed that if teachers are given that power, they may abuse it. It is recommended that formal leaders in schools build trust relationships in which teachers feel entrusted to make good decisions for the school. This promotes a more suitable and comfortable working environment for every stakeholder in the school.