Journal of Educational and Social Research最新文献_第5页

Gender Equality in Municipal Management Positions in Amazonas, Peru 秘鲁亚马孙市市政管理职位中的性别平等

Journal of Educational and Social Research Pub Date : 2024-05-05 DOI: 10.36941/jesr-2024-0073

A. Pantaleón, Omer Cruz Caro, River Chávez Santos, Yuri Reina Marín, Einstein Sánchez Bardales, Angelica María Carrasco Rituay

引用次数: 0

Teachers' Perspectives on Public School Principals' Instructional Leadership Practices: An Assessment Using the Hallinger Scale 教师对公立学校校长教学领导实践的看法：使用哈林格量表进行评估

Journal of Educational and Social Research Pub Date : 2024-05-05 DOI: 10.36941/jesr-2024-0076

Musallam Qasim Mohammad Al Sharafat, Lutfi Menazel Odeh AlMasaeid, Reem Mohammed Sayel Al- Zoubi

{"title":"Teachers' Perspectives on Public School Principals' Instructional Leadership Practices: An Assessment Using the Hallinger Scale","authors":"Musallam Qasim Mohammad Al Sharafat, Lutfi Menazel Odeh AlMasaeid, Reem Mohammed Sayel Al- Zoubi","doi":"10.36941/jesr-2024-0076","DOIUrl":"https://doi.org/10.36941/jesr-2024-0076","url":null,"abstract":"Using the Hallinger scale, this study explored the instructional leadership methods of Jordanian public school principals as viewed by teachers. A descriptive survey was administered to 336 teachers to collect the data. The study evaluated instructional leadership in six domains: school goals, educational program administration, teaching and evaluation supervision, student achievement monitoring, incentives for teachers and students, and teacher professional growth encouragement. The findings indicate a modest perceived level of instructional leadership practice. However, one domain \"providing incentives for teachers and students\" was notably strong. In addition, male teachers with postgraduate qualifications and at least ten years of experience exhibited increased competency in distinguishing instructional leadership practices in Jordanian public schools. Recommendations include developing targeted training programs for school principals focusing on Hallinger scale domains, and establishing ongoing evaluation systems to enhance educational leadership practices and collaboration. \u0000 \u0000Received: 22 February 2024 / Accepted: 23 April 2024 / Published: 5 May 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":"302 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141012554","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

The Existential Crisis in Naipaul’s Novel a Bend in the River 奈保尔小说《河的拐弯处》中的存在主义危机

Journal of Educational and Social Research Pub Date : 2024-05-05 DOI: 10.36941/jesr-2024-0060

M. Turku, Anita Neziri

引用次数: 0

Factors and Manifestations of Resilience in Graduate Students: A Multidimensional Perspective 研究生抗挫折能力的因素和表现：多维视角

Journal of Educational and Social Research Pub Date : 2024-05-05 DOI: 10.36941/jesr-2024-0066

J. S. Moreira-Choez, Tibisay Milene Lamus de Rodríguez, Mariela Liliana Coronel-Flores, María Auxiliadora Campuzano-Rodríguez, Rosalba Karen Bravo-Saltos, Jean Christian Pacheco-Gómez, Dilida Anayra Luengo-Molero, Ana Rosa Macías-Cedeño

{"title":"Factors and Manifestations of Resilience in Graduate Students: A Multidimensional Perspective","authors":"J. S. Moreira-Choez, Tibisay Milene Lamus de Rodríguez, Mariela Liliana Coronel-Flores, María Auxiliadora Campuzano-Rodríguez, Rosalba Karen Bravo-Saltos, Jean Christian Pacheco-Gómez, Dilida Anayra Luengo-Molero, Ana Rosa Macías-Cedeño","doi":"10.36941/jesr-2024-0066","DOIUrl":"https://doi.org/10.36941/jesr-2024-0066","url":null,"abstract":"In the current environment of higher education, universities face the challenge of fostering resilience in graduate students, a crucial element for their academic success and personal development. This study focuses on analyzing the factors that contribute to resilience in graduate students at the State University of Milagro (UNEMI). A mixed-methodological approach was used, integrating quantitative and qualitative analyses of data collected through questionnaires applied to students from three different master's programs. The research, exploratory and descriptive in nature, adopted a non-experimental and cross-sectional design, which allowed for data collection at a specific point in time, without altering variables. The sample consisted of 733 students, utilizing a detailed questionnaire and qualitative analyses for in-depth interpretation. The electronic distribution of the questionnaires facilitated broad participation. The results, structured into seven subscales, revealed significant variations in student experiences across different disciplines. These differences underline the need for educational policies tailored to the specific characteristics of each field of study. Subtle but important differences in the perception of resilience and well-being between genders were observed, highlighting the importance of more inclusive educational approaches. Factorial analysis provided a detailed view of how various factors impact aspects such as health, well-being, motivation, and student satisfaction. It is concluded that this holistic approach is key to understanding the complexity of the university experience and developing educational strategies that promote comprehensive and enriching learning. \u0000 \u0000Received: 17 January 2024 / Accepted: 6 April 2024 / Published: 5 May 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":"267 7","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141012683","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Influence of Self-Efficacy, Perceived Enjoyment and Ease of Use on Mathematics Learning Satisfaction in Virtual Environments 自我效能感、感知乐趣和易用性对虚拟环境中数学学习满意度的影响

Journal of Educational and Social Research Pub Date : 2024-05-05 DOI: 10.36941/jesr-2024-0054

Dany-Yudet Millones-Liza, E. García-Salirrosas, Jesus Apaza-Caceres, Rubén Ángel Norabuena-Diaz

{"title":"Influence of Self-Efficacy, Perceived Enjoyment and Ease of Use on Mathematics Learning Satisfaction in Virtual Environments","authors":"Dany-Yudet Millones-Liza, E. García-Salirrosas, Jesus Apaza-Caceres, Rubén Ángel Norabuena-Diaz","doi":"10.36941/jesr-2024-0054","DOIUrl":"https://doi.org/10.36941/jesr-2024-0054","url":null,"abstract":"Within the educational context, mathematics is one of the areas that contributes to the development of logical skills and analytical abilities in students. Mastering these skills allows for greater accessibility to understand various fields of study such as engineering, science, technology, among others. Therefore, it is important for educational institutions to intervene proactively, promoting a practical approach in the teaching of mathematics. Although educational institutions have promoted good interaction between teachers and students for better learning, this situation was subject to change due to the arrival of the pandemic; the rapid transition to virtual environments affected the quality of mathematics education due to the lack of good resources. In this context, the research question arises: are students satisfied with the learning modality through virtual environments? To answer this question, a quantitative, cross-sectional research method was applied, and applying a non-probabilistic sampling, 402 university students were surveyed. Through the analysis with structural equations (SEM), it was found that self-efficacy, perceived enjoyment, and ease of use have a positive and significant influence on student satisfaction when learning mathematics in virtual environments; therefore, the importance of giving students the appropriate support to develop a positive attitude, confidence, and development of skills that promote self-efficacy, enjoyment, and motivation towards mathematics is framed, also ensuring the availability of technological resources that optimize the conditions and learning experience in virtual environments. \u0000 \u0000Received: 20 January 2024 / Accepted: 29 April 2024 / Published: 5 May 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":"298 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141012576","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Development of a Scale to Assess University Faculty’s Knowledge, Attitudes, and Practices in Special Education 开发评估大学教师特殊教育知识、态度和实践的量表

Journal of Educational and Social Research Pub Date : 2024-05-05 DOI: 10.36941/jesr-2024-0078

P. Chao, Yu-Chi Chou, Shin-Tzu Hu, Chiu-Hsia Huang

{"title":"Development of a Scale to Assess University Faculty’s Knowledge, Attitudes, and Practices in Special Education","authors":"P. Chao, Yu-Chi Chou, Shin-Tzu Hu, Chiu-Hsia Huang","doi":"10.36941/jesr-2024-0078","DOIUrl":"https://doi.org/10.36941/jesr-2024-0078","url":null,"abstract":"With the increasing number of university students with disabilities, university professors play a significant role in teaching and assessment. The purpose of this study was to develop and validate a scale to assess university faculty’s knowledge, attitudes, and practices in relation to providing special education services. A total of 210 faculty members recruited from 15 universities in Taiwan participated in this study. The sample included lecturers (n = 51), assistant professors (n = 75), associate professors (n = 66), and professors (n = 18). The proposed Faculty Perspectives on Special Education Scale (FPSES), a 32-item scale, includes three subscales: Special Education Knowledge (SEK), Attitudes Towards Students (ATS), and Provision of Services (POS). Data collected were analyzed using descriptive statistics, item analysis, correlation analysis, t tests, exploratory factor analysis (EFA), and confirmatory factor analysis (CFA). Results showed that FPSES has satisfactory internal consistency reliability, with Cronbach’s ? ranging from .93 to .96 and test-retest reliabilities, with coefficient ranging from .88 to .96. The FPSES also exhibited favorable content validity. Furthermore, the CFA confirmed a good fit between the proposed second-order model and the sample data, thereby ensuring the construct validity. In summary, FPSES is a favorable assessment tool with good psychometric properties, which provides insights into faculty perspectives, attitudes, and practices in the provision of special education services for university students with disabilities. Recommendations are provided for future research and the Office of Disability Services at the university. \u0000 \u0000Received: 29 March 2024 / Accepted: 30 April 2024 / Published: 5 May 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":"309 11","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141012197","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Learning Styles and Motivation: Their Role in Academic Performance 学习风格与学习动机：它们在学习成绩中的作用

Journal of Educational and Social Research Pub Date : 2024-05-05 DOI: 10.36941/jesr-2024-0071

Diana Sejdiu Shala, Emrush Thaçi, Anila Shala

{"title":"Learning Styles and Motivation: Their Role in Academic Performance","authors":"Diana Sejdiu Shala, Emrush Thaçi, Anila Shala","doi":"10.36941/jesr-2024-0071","DOIUrl":"https://doi.org/10.36941/jesr-2024-0071","url":null,"abstract":"This study examines the correlations between academic motivation, learning styles, and academic achievement in higher education. The goal of this study is to prove that there is a correlation between academic motivation, learning styles, and academic success of students. Utilizing Pearson correlation and multiple regression analyses, it explores these variables' impact on academic performance. It highlights the importance of educators recognizing the diversity in learning styles and motivational drivers among students. The results reveal a slight negative correlation between learning styles and academic achievement, but no significant correlation between academic motivation and other variables. The study also suggests that while learning styles have a modest impact on academic performance, the role of motivation is more complex and warrants further investigation. These findings suggest a modest influence of learning preferences on educational outcomes and underscore the complex nature of motivation in academic settings. The study advocates for an integrated pedagogical approach that addresses learning diversity and motivational dynamics. The research contributes to the ongoing debate about the effectiveness of tailoring educational strategies to individual learning styles. It emphasizes the need for a holistic approach in addressing student needs in academic environments. \u0000 \u0000Received: 7 February 2024 / Accepted: 20 April 2024 / Published: 5 May 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":"296 5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141012465","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Conditions for Training Future Teachers on a Tolerant Basis: A Sociological Analysis in Case of Kazakhstan 在宽容基础上培养未来教师的条件：哈萨克斯坦的社会学分析

Journal of Educational and Social Research Pub Date : 2024-05-05 DOI: 10.36941/jesr-2024-0068

Balzhan Sengerbekova, Kymbat Smakova, Nargiza Baltabayeva, Kurmangali Urazbayev, Fauziya Sametova, Mirash Y. Taubayeva, Gulnara Kaibuldayeva

{"title":"Conditions for Training Future Teachers on a Tolerant Basis: A Sociological Analysis in Case of Kazakhstan","authors":"Balzhan Sengerbekova, Kymbat Smakova, Nargiza Baltabayeva, Kurmangali Urazbayev, Fauziya Sametova, Mirash Y. Taubayeva, Gulnara Kaibuldayeva","doi":"10.36941/jesr-2024-0068","DOIUrl":"https://doi.org/10.36941/jesr-2024-0068","url":null,"abstract":"This article discusses the main conditions and features of the formation of pedagogical tolerance among future teachers. The phenomena of tolerance and social distance are studied, problematic aspects in the field of pedagogical tolerance formation are considered, ways of their solution are proposed. The data of the Committee for the Protection of Children's Rights of the Ministry of Education and Science of the Republic of Kazakhstan, the international rating Kids Rights Index, the Bureau of National Statistics of the Agency for Strategic Planning and Reforms of the Republic of Kazakhstan were used. The theoretical concepts and methodology of the Emory Bogardus scale of social distance are considered. The article also discusses theoretical approaches to the formation of tolerant values among students – future teachers and their practical implementation in the educational process of the university. Pedagogical tolerance is understood as a value, the formation of which is facilitated by conditions whose effectiveness has been confirmed experimentally. \u0000 \u0000Received: 9 February 2023 / Accepted: 29 April 2024 / Published: 5 May 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":"352 6","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141011927","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

A Contrastive Study of Resultative Constructions in Albanian and Other Languages 阿尔巴尼亚语和其他语言中结果式结构的对比研究

Journal of Educational and Social Research Pub Date : 2024-05-05 DOI: 10.36941/jesr-2024-0072

A. Kurani, Anisa Trifoni

{"title":"A Contrastive Study of Resultative Constructions in Albanian and Other Languages","authors":"A. Kurani, Anisa Trifoni","doi":"10.36941/jesr-2024-0072","DOIUrl":"https://doi.org/10.36941/jesr-2024-0072","url":null,"abstract":"In the last two or three decades, linguists have paid great attention to certain ways and means of expressing result, especially in English and other Germanic languages, but also in Neo-Latin and Slavic languages, as well as in Chinese, Japanese, Korean and the like. As Zhang (2009) notes, resultative constructions have a prominent place in contemporary linguistic studies, because they shed light on the nature of relationship between semantics and syntax. They have been examined not only based on the syntactic composition, but also on the structure of argument and lexical semantics. Formal analysis instruments, as well as functional and cognitive ones have been already used. However, the last word has not yet been said, since there are many other languages where the concept of result and the elements used to express it have not been examined deeply enough. This is especially true for languages spoken outside the Eurasian continent, but also for languages within this area, including Albanian. The following study is focused on different syntactic patterns by which the concept of result is codified in several languages belonging to different families, with the belief that this analysis will help to determine the position of Albanian language amidst these languages concerning resultative constructions in general. \u0000 \u0000Received: 21 March 2024 / Accepted: 28 May 2024 / Published: 5 May 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":"252 3‐5","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141012825","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

An Analysis of How TVET is Playing a Significant Role in Fostering Students’ Skills and Competencies in South Africa 分析职业技术教育与培训如何在培养南非学生的技能和能力方面发挥重要作用

Journal of Educational and Social Research Pub Date : 2024-05-05 DOI: 10.36941/jesr-2024-0074

Che Selane, K. Odeku

{"title":"An Analysis of How TVET is Playing a Significant Role in Fostering Students’ Skills and Competencies in South Africa","authors":"Che Selane, K. Odeku","doi":"10.36941/jesr-2024-0074","DOIUrl":"https://doi.org/10.36941/jesr-2024-0074","url":null,"abstract":"It is generally acceptable that the Technical Vocational Education and Training (TVET) plays a vital role in all aspects of the economy and the society at large in that it is a viable transformative tertiary educational institution for promoting and realising the South African government's developmental strategy and agenda. Essentially, it seeks to ensure that learners who failed to secure admission to the university still have the opportunity to go to tertiary institutions where they will learn and acquire skills and competency that will make them employable, be self-employed and become employers by creating jobs. Also, this paper shows that in the quest for economic growth and development, TVET has moved to the forefront of political changes aimed at eliminating poverty, unemployment, and inequality. More importantly, TVET positioned itself to address the government's developmental challenges and difficulties through the provision of high-quality education to students to skill and empower them. Against this backdrop, TVET continues to be a reliable institution to train and educate young people to build the ideal of a democratic developmental state. \u0000 \u0000Received: 5 July 2023 / Accepted: 21 April 2024 / Published: 5 May 2024","PeriodicalId":15617,"journal":{"name":"Journal of Educational and Social Research","volume":"45 2","pages":""},"PeriodicalIF":0.0,"publicationDate":"2024-05-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141011404","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0