Eğitim Yönetimi最新文献

{"title":"A Structural Equation Modelling Approach on Determinants of Working Adults' Choice to Further Study in Malaysian Online Distance Learning Higher Education Institutions","authors":"Zahir Osman, Abdul Rahman Bin S. Senathirajah, Rasheedul Haque, Irwan Ibrahim","doi":"10.52152/kuey.v30i1.673","DOIUrl":"https://doi.org/10.52152/kuey.v30i1.673","url":null,"abstract":"The aim of this study is to evaluate the direct relationship between university image and administrative quality with attitude and choice among online distance learning (ODL) learners in online distance learning higher education institutions in Malaysia. This study is very important to ODL higher education institutions because it will give insight into ODL higher education institutions to formulate a strategy to increase the number of ODL learners studying in their institutions. In an online learning environment, maintaining the optimum number of students in the system is very crucial in order to sustain in the future. The research framework of this study contains two independent variables which are university image and administrative quality, attitude as a mediator, and working adults' choice as a dependent variable. This study assesses the direct relationship between university image and administrative quality towards attitude and the attitude toward working adults' choices. Then, the indirect relationship between university image and administrative quality with working adults' choices mediated by attitude was assessed. Primary data were utilized in this study and collected by using a survey questionnaire which was adopted and adapted from earlier studies. 302 clean data were used in the data analysis by employing the structural equation modeling technique. The findings of this study reveal that university image and administrative quality are two important antecedents to attitude and working adults' choices. Further, Therefore, ODL higher education institutions must place a strong emphasis on attitude as it is a crucial mediating factor between university image and administrative quality to working adults' choice. This mediating effect will ultimately strengthen the working adult's decision to study at an ODL higher education institution.","PeriodicalId":222532,"journal":{"name":"Eğitim Yönetimi","volume":"2 2","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135170221","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}

{"title":"Research on Integration and Application of Ethnic Sports, Folk Sports, and Traditional Sports in School Education among Minority Groups","authors":"Jianqun An, Zhenxin Nie","doi":"10.52152/kuey.v29i4.957","DOIUrl":"https://doi.org/10.52152/kuey.v29i4.957","url":null,"abstract":"As ethnic sports can improve students' physical health and cultural heritage, there is increased interest in incorporating them into school curricula. The current literature on this topic doesn't fully examine the basic mechanisms and contextual factors that affect these relationships, especially for minority students. This study aimed to investigate how including ethnic sports in school curricula relates to the cultural identity and physical fitness outcomes of minority students. In addition, the research aimed to explore how cultural identity plays a role in between, and how the school environment and socioeconomic status affect this relationship. The research used a quantitative design and included minority students from various cultural backgrounds as participants. A total of 470 minority students were used in the study to collect data. The researchers used statistical methods like mediation and moderation models and regression analysis to look into the connections and test the ideas. The study's findings showed a statistically significant and favorable relationship between the inclusion of ethnic sports in the academic curriculum and students' levels of physical fitness. Furthermore, it was shown that cultural identity mediated the relationship, suggesting that students' levels of cultural identification contributed to their motivation to exercise. The results showed that the relationship between ethnic sports integration and fitness outcomes was moderated by the educational environment. The present study adds to the extant body of literature by furnishing empirical substantiation regarding the favorable influence of assimilating ethnic sports on the physical fitness outcomes and cultural identity of students.","PeriodicalId":222532,"journal":{"name":"Eğitim Yönetimi","volume":"159 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135730706","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}

{"title":"Development and Validity of Teaching Communication Skills Questionnaires for Pre-Service Teachers (TCSQ-PST): A Confirmatory Factor Analysis","authors":"Tuti Iriani, Basuki Wibawa","doi":"10.52152/kuey.v29i4.650","DOIUrl":"https://doi.org/10.52152/kuey.v29i4.650","url":null,"abstract":"The function of teachers' communication abilities in imparting their knowledge to students is crucial. Failure to acquire these skills will lead to the collapse of the classroom learning process. Numerous studies address the need to develop communication skills, but few study how to quantify teaching communication skills to future vocational teachers. This study aims to create a questionnaire and perform a validity and reliability analysis using Confirmatory Factor Analysis (CFA). This study involved 175 students at universities providing teacher education programs in Jakarta, Indonesia. This study reveals that teaching communication skills for candidate vocational teachers can be measured using the Teaching Communication Skills questionnaires for pre-service teachers (TCSQ-PST). The total TCSQ-PST items are 23 items consisting of four conflict management items, four conversation skill items, four comforting items, three persuasion items, four referential skill items, and four narrative skills items. Based on validity and reliability testing, each of the 23 items explaining teaching communication skills to candidate vocational teachers is valid and reliable. This study's findings have significant implications for judging the achievement of teaching communication skills for future teachers.","PeriodicalId":222532,"journal":{"name":"Eğitim Yönetimi","volume":"12 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135993590","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}

{"title":"Confirmatory Factors Influencing Innovative Schools in Indonesian Rural Areas","authors":"Ranti Meizatri, Rusdinal Rusdinal, Rifma Rifma","doi":"10.52152/kuey.v29i4.629","DOIUrl":"https://doi.org/10.52152/kuey.v29i4.629","url":null,"abstract":"This study aims to describe the results of research on how schools in the rural areas of West Pasaman sub-district, Indonesia lead innovation at individual, class, and institutional levels. The study particularly identify the leadership role of school principals and school readiness to make changes. This research was conducted quantitatively with an expost facto and correlational study approach. The population was principals and elementary school teachers selected based on geographical considerations, namcely the location or distance of the schools from the district administration center. 200 elementary school teachers were selected as participant of the research. Structural Equation Modeling - Partial Least Square (SEM-PLS) was used for the analysis of quantitative data using an algorithm, bootstrapping, and blindfolding techniques. The results of this study prove that change leadership and readiness for change have a positive and significant impact on school innovation in Indonesian rural areas. Change leadership can foster readiness for change for school residents, especially teachers so that school innovation ultimately occurs. The results of this study prove that change leadership and readiness for change have a positive and significant impact on school innovation in Indonesian rural areas. Linearly, it can also be interpreted that change leadership can build readiness for change among school members, especially teachers, so that in the end a school innovation is formed. The role of the principal in the context of change starts from initiation, then implementation to the institutionalization of change.","PeriodicalId":222532,"journal":{"name":"Eğitim Yönetimi","volume":"45 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135854704","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}

{"title":"Impact of Deconvolution Strategies in Entrepreneurship Education in Universities on Students' Innovative Behavior and Entrepreneurial Success","authors":"Jie Cai, FuTe Pan","doi":"10.52152/kuey.v29i4.941","DOIUrl":"https://doi.org/10.52152/kuey.v29i4.941","url":null,"abstract":"This research investigates the impact of entrepreneurship education in Chinese colleges on students' innovative behavior and business success. The major objective of the study is to explore the role of entrepreneurship education in nurturing students' innovative behavior and its contribution to entrepreneurial success. Fourteen semi-structured interviews were conducted with top academicians possessing industry and academic expertise. The data obtained from these interviews underwent a rigorous three-step evaluation process, including open coding, axial coding, and selective coding. Respondents were selected using the intentional convenience sampling approach. The findings emphasize the importance of entrepreneurship education in improving students' innovative behavior by cultivating creativity, problem-solving skills, and an entrepreneurial attitude. Furthermore, the research shows that entrepreneurship education has an important role in boosting entrepreneurial success by providing students with critical knowledge, skills, and support systems. Furthermore, the study identifies important characteristics and methodology of effective entrepreneurship education programs, providing practical insights for program design and execution. The study suggests that entrepreneurship education has a beneficial impact on students' inventive behavior and greatly adds to their success as entrepreneurs. It emphasizes the value of such education in developing creativity, problem-solving skills, and an entrepreneurial perspective. In addition, the study gives useful guidance for developing and implementing effective entrepreneurship education programs. The paper recommends performing quantitative studies to establish causal linkages, researching the processes by which entrepreneurship education affects innovative behavior, and investigating the transferability of effective programs across varied settings for future research.","PeriodicalId":222532,"journal":{"name":"Eğitim Yönetimi","volume":"32 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135855217","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}

{"title":"A Brief Discussion on The Influence of Digital Mobile Micro Education Teaching Methods on College Students' English Vocabulary Teaching Design","authors":"Yun Xu","doi":"10.52152/kuey.v29i4.720","DOIUrl":"https://doi.org/10.52152/kuey.v29i4.720","url":null,"abstract":"Digital and micro-teaching methods play a pivotal role in the educational landscape, fostering effective English language learning. Vocabulary proficiency is crucial for acquiring a second language, underpinning meaningful interactions. Identifying key factors enhancing students' English vocabulary is imperative. This study investigates the influence of digital mobile teaching and micro-teaching on students' English vocabulary, delving into how student readiness and engagement moderate this relationship. Data was collected from 425 English language course students using a questionnaire derived from prior research, employing a simple random sampling technique. Responses were measured on a 5-point Likert scale and analyzed using SPSS and innovative PLS software. The outcomes underscore the significant impact of both digital mobile teaching and micro-teaching on English vocabulary. Moreover, student readiness and engagement emerged as moderators in the connection between these teaching methods and vocabulary enhancement. These findings affect students and educational institutions seeking to enrich language learning. Future studies could explore additional variables further optimizing digital mobile teaching and microteaching's impact on English vocabulary.","PeriodicalId":222532,"journal":{"name":"Eğitim Yönetimi","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135963631","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}

{"title":"Construction and Application of Education Discourse Analysis for Functional Linguistic Influencing Gender Identity: From the Perspective Educational Cultural Values & Social Context","authors":"Lina Wu, Wan Farah Wani Binti Wan Fakhruddin","doi":"10.52152/kuey.v29i4.863","DOIUrl":"https://doi.org/10.52152/kuey.v29i4.863","url":null,"abstract":"Educational culture is a community or society's values, conventions, and practices that guide educational systems and institutions. It includes schools, universities, informal learning contexts, pedagogical methodologies, curriculum design, and education attitudes. Gender identity based on male and female teachers and its impact at the empowerment of female teachers in education sector have garnered huge interest from researchers and students across numerous fields of examine. This particular study sought to delve into the connection between gender identity and female teacher empowerment in education sector, with a particular recognition on exploring the moderating function of Linguistic Discourse in education and the mediating role of educational cultural values and educational social context . A sample of 500 women spanning numerous areas and socioeconomic backgrounds inside the China become recruited, encompassing an age range of 18 to sixty five years. To acquire information, an online survey was employed, which integrated standardized measures of gender identity, cultural values, educational social context , and empowerment in education sector. Additionally, a comprehensive evaluation of participants' communication patterns and language usage in education sector was conducted to assess Educational linguistic discourse in education sector. Structured equation modeling was used to conduct statistical analysis. Results indicated that gender identity predicts female teacher empowerment in education sector significantly, and that educational cultural values and educational social context partially mediate this relationship. Women who held more progressive educational cultural values and perceived a more supportive social environment reported greater levels of empowerment. In addition, educational linguistic discourse in education moderated the relationship between gender identity and female teacher empowerment in a substantial way. The relationship between gender identity and empowerment was stronger among women who used more inclusive language and avoided gender stereotypes. These findings shed light on the complexity of female teacher empowerment in education and how gender identity, educational cultural values, educational social context, and language use shape women's experiences. The study emphasizes developing progressive educational cultural values and a supportive social environment in education sector to empower women and reduce gender inequities. The study emphasizes inclusive language and eliminating gender stereotypes to promote gender equality and women's empowerment.","PeriodicalId":222532,"journal":{"name":"Eğitim Yönetimi","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"135969468","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}

{"title":"Construction and Application of Education Discourse Analysis for Functional Linguistic Influencing Gender Identity: From the Perspective Educational Cultural Values & Social Context","authors":"Lina Wu, Wan Farah Wani Binti Wan Fakhruddin","doi":"10.52152/kuey.v29i4.1086","DOIUrl":"https://doi.org/10.52152/kuey.v29i4.1086","url":null,"abstract":"Educational culture is a community or society's values, conventions, and practices that guide educational systems and institutions. It includes schools, universities, informal learning contexts, pedagogical methodologies, curriculum design, and education attitudes. Gender identity based on male and female teachers and its impact at the empowerment of female teachers in education sector have garnered huge interest from researchers and students across numerous fields of examine. This particular study sought to delve into the connection between gender identity and female teacher empowerment in education sector, with a particular recognition on exploring the moderating function of Linguistic Discourse in education and the mediating role of educational cultural values and educational social context . A sample of 500 women spanning numerous areas and socioeconomic backgrounds inside the China become recruited, encompassing an age range of 18 to sixty five years. To acquire information, an online survey was employed, which integrated standardized measures of gender identity, cultural values, educational social context , and empowerment in education sector. Additionally, a comprehensive evaluation of participants' communication patterns and language usage in education sector was conducted to assess Educational linguistic discourse in education sector. Structured equation modeling was used to conduct statistical analysis. Results indicated that gender identity predicts female teacher empowerment in education sector significantly, and that educational cultural values and educational social context partially mediate this relationship. Women who held more progressive educational cultural values and perceived a more supportive social environment reported greater levels of empowerment. In addition, educational linguistic discourse in education moderated the relationship between gender identity and female teacher empowerment in a substantial way. The relationship between gender identity and empowerment was stronger among women who used more inclusive language and avoided gender stereotypes. These findings shed light on the complexity of female teacher empowerment in education and how gender identity, educational cultural values, educational social context, and language use shape women's experiences. The study emphasizes developing progressive educational cultural values and a supportive social environment in education sector to empower women and reduce gender inequities. The study emphasizes inclusive language and eliminating gender stereotypes to promote gender equality and women's empowerment.","PeriodicalId":222532,"journal":{"name":"Eğitim Yönetimi","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136014267","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}

{"title":"Impact of Symbolic Modeling on Developing the Emotional Intelligence and Ability to Solve Life Problems of the Children at Early Childhood Stage","authors":"Intisar Turki Aldarabah, Hussein Ali Al-Lawama, Sami Fawwaz Fahid Aljazi, Amin Albdour, Zaid Alkouri, Khaled M. Hamadin","doi":"10.52152/kuey.v29i4.599","DOIUrl":"https://doi.org/10.52152/kuey.v29i4.599","url":null,"abstract":"This present study aimed to the know impact of symbolic modeling on developing emotional intelligence skills and the ability to solve the life problems of children. The study used the semi-experimental method, the study population consisted of all elementary classes at Al-Hussein Ben Talal University school in Ma'an Governorate, and children were distributed in a random way to two groups: the control group and the experimental group. A group of results has been reached, the most prominent: the promises of differences with statistical significance at level (<0.05) between means degrees of the control and experimental groups children in the post-application in favor of the experimental group in emotional an intelligence test, also the presence of differences with statistical significance between the pre and post measures for the experimental group in favor of the post measure in problems solving test of the children. In light of these results, a group of recommendations was introduced, the most important assuring the importance of using the symbolic modeling strategy by the female teachers with the children due to its positive impact on developing emotional intelligence skills and the ability of the children to solve life problems, and the necessity for engaging the kindergartens' female teachers in development courses about how to prepare and use this strategy, and conducting studies focusing on the effective role of the family in training their children on how to be characterized by the emotional intelligence and problems solving skills.","PeriodicalId":222532,"journal":{"name":"Eğitim Yönetimi","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136209000","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}

{"title":"Research on Innovation of Music Teaching Management Mode in Chinese Universities under Cultural Hegemony","authors":"Na Zhang, Tepika Rodsakan, Surasak Jamnongsarn","doi":"10.52152/kuey.v29i4.824","DOIUrl":"https://doi.org/10.52152/kuey.v29i4.824","url":null,"abstract":"With the expansion of cultural globalization in modern times, some Western countries, under their strong military and economic strength, have implemented cultural hegemony employing cultural export and cultural penetration. For example, music education in Chinese universities has been influenced by the hegemonic culture; even more, the music education model in China has been totally Westernized which has caused a huge impact on the ideology, music culture view, and music knowledge system of music majors in universities, and directly led to the students’ misjudgment of the value of Chinese traditional music. This paper discusses and analyzes the macro policy, management mode, curriculum, and selection of teaching materials of the existing music education system in Chinese universities to point out the shortcomings of this system and the consequences of allowing the shortcomings to develop; discusses the relationship between professional music education in Chinese universities and social music culture, the role of education in the transmission of traditional music culture, and how to deal with issues such as the relationship between multiculturalism and traditional music culture. This paper will also explore how to integrate traditional music culture into existing music education from the theoretical level, explain the theoretical and practical foundation for constructing a new teaching management model, propose curriculum standards, course nature, ideas, and thoughts for building a traditional music education system in universities, and make practical suggestions for teaching and inheriting traditional music culture based on practice and theory.","PeriodicalId":222532,"journal":{"name":"Eğitim Yönetimi","volume":"38 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-10-10","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"136295328","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}