Education Programs In Schools Research Articles

ESG 활동을 연계한 중학교 생태전환교육 프로그램 개발 연구

Objectives This study took ecological transition education as an integrated subject, analyzed the general and spe-cific documents of the 2015 revised and 2022 revised middle school curriculum, and attempted to develop a mid-dle school education program linked to ESG activities. Methods To this end, the planning and diagnosis phase was carried out from February to March 2023, the full-scale research project was carried out from April to October, and analysis and generalization of research re-sults were conducted from November to February of the following year. After receiving two rounds of expert ad-vice, we modified and supplemented the ecological transition education program linked to ESG activities and or-ganically linked it with the ESG activities of Earth Environment (E) practice activities, Social Realization (S) practice activities, and Win-Win Cooperation (G) practice activities. An ecological conversion education program was developed. Results The details of the research and development are (1) composition of the content system of ecological transformation education linked to ESG activities, (2) establishment of types of ecological transformation educa-tion linked to ESG activities, (3) nine programs of ecological transformation education linked to ESG activities, (4) The adequacy and effectiveness of developing a middle school ecological transition education program linking ESG activities was confirmed in five aspects, including the curriculum design content of ecological transition education linked to ESG activities and (5) the degree of ecological literacy cultivation. Conclusions Firstly, it contributed to a certain extent in cultivating ecological literacy (capacity to practice global environment, competency to implement social implementation, and competency to practice win-win coopera-tion). Secondly, it was helpful in strengthening ecological transition education linked to the school curriculum. Thirdly, it helped create a school culture that reduces carbon emissions. Fourthly, along with awareness of eco-logical transition education, the practical capabilities of teachers and students were improved.

A caregivers' perspective on social reintegration and stigma of childhood cancer survivors in Kenya.

Childhood cancer survivors' social reintegration may be hampered in low and middle-income countries. The nature and extent of social challenges and prejudices that survivors encounter in such settings are largely unknown. This study explores caregivers' perspectives on social reintegration and stigmatization of Kenyan childhood cancer survivors. Caretakers of childhood cancer survivors (<18years) were interviewed using mixed-methods questionnaires during home or clinic visits between 2021 and 2022. Stigma was assessed with an adjusted Social Impact Scale and risk factors were investigated. Caretakers of 54 survivors (median age 11years) were interviewed. Families' income (93%) decreased since start of treatment. Caretakers (44%) often lost their jobs. Financial struggles (88%) were a burden that provoked conflicts within communities (31%). School fees for siblings became unaffordable (52%). Families received negative responses (26%) and were left or avoided (13%) by community members after cancer disclosure. Survivors and families were discriminated against because the child was perceived fragile, and cancer was considered fatal, contagious, or witchcraft. Survivors repeated school levels (58%) and were excluded from school activities (19%) or bullied (13%). Performance limitations of daily activities (p=0.019), male sex (p=0.032), solid tumors (p=0.056) and a short time since treatment completion (p=0.047) were associated with increased stigma. Caretakers recommended educational programs in schools and communities to raise awareness about cancer treatment and curability. Childhood cancer survivors and their families experienced difficulties with re-entry and stigmatization in society. Increasing cancer and survivorship awareness in schools and communities should facilitate social reintegration and prevent stigmatization.

Method for Evaluating the Effectiveness of Physical Education Classes Utilizing offline and Online Mobile Edge Computing

Convergence is occurring between the two fast-evolving domains of computing at the edge and artificial intelligence. The synergy between these two technologies seems like it may lead to even better results. In physical education (PE), neither students nor instructors are tied to a single place, and neither the curriculum nor the classes repeat themselves. That's why it's hard for conventional colleges to evaluate their PE courses accurately. This article uses an optimization model created for edge computing to improve the conventional way of assessing the efficacy of PE programs utilized by most schools. The goal of physical education programs in traditional schools is to improve students' overall health and well-being. Consequently, the ratio of final exam scores is given less weight in this teacher evaluation model than the proportion of students who fulfill the requirements for a physical fitness assessment. The study aimed to develop measures for evaluating the efficacy of kinesiology programs in two-year institutions. This approach enables continuous self-assessment of learning and provides immediate responses to teacher effectiveness. One method that might be utilized to fine-tune the setup is edge computing. Based on the findings of the experiments conducted, it seems that the PES designed for this research has the potential to gather student feedback and enhance the scholarly character of PE teaching objectives. The PES for use in inclusive universities presented in this study is a prime example of this. The edge-computation optimization strategy created for this architecture has the ability to decrease the network's transference amount of the total system by 20 percent while simultaneously improving efficiency by 15%.

Investigation of Early Childhood and Primary School Education Teacher Candidates' Attitudes to Gender Roles in Terms of Gender, Grade, Mother’s and Father’s Education Levels

Gender inequality indeed persists as a pervasive issue worldwide, infiltrating numerous facets of society and impeding progress toward a more equitable and just world. Schools play a crucial role as essential institutions where children embark on their initial journey into social life, contributing to the formation of values, norms, and social relationships. During these early years, children observe, imitate, and internalize the words, behaviors, and attitudes of teachers, shaping their understanding of the world around them. Therefore, children's perceptions of gender and attitudes toward gender can be significantly influenced by the attitudes and behaviors of their teachers. This research aims to examine whether there are differences in the gender-role attitudes among pre-service early childhood and primary school teachers based on gender, grade level, mother's and father's education level. The study was designed as a cross-sectional survey model, and data were collected from 1st and 4th-grade students enrolled in Early Childhood and Primary School Education Programs at a university in Turkey. The data were collected using a Personal Information Form and the Gender Role Attitude Scale (GRAS). The data were analyzed using Kruskal-Wallis and Mann-Whitney U tests in SPSS 22.0, and effect sizes were calculated. Analysis indicated that there were statistically significant differences in gender role attitudes between genders, grade level, and mother’s education level. However, there was no statistically significant difference in the scores based on the father's education level. Female teacher candidates were found to have more egalitarian gender role attitudes compared to male teacher candidates, and 4th-grade students exhibited more egalitarian attitudes than 1st-grade students. Additionally, it was observed that teacher candidates whose mothers were illiterate tended to have more traditional gender role attitudes compared to those whose mothers had primary school, middle school, high school, or college degrees.

E-Modules for Basic Science and Elementary School Concepts Based on Cases in the Context of Local Wisdom

Purpose: This preliminary study aims to describe the need for developing an e-module in a case-based Elementary Science Basic Concepts course with the context of local wisdom and determine the characteristics of the e-module to be developed.   Method: This research is a Research and Development that focuses on analyzing the needs of product development. The subjects in this study were 30 Elementary School Teacher Program students and three science core lecturers at the Mpu Kuturan Singaraja State Hindu Religion College. The data collection technique was carried out primarily through questionnaires given to students and lecturers and secondarily through e-module documents at five tertiary institutions, which can be accessed via Google searches.   Results and Conclusion: The results of this introduction show that product development in the form of an e-module course based on case-based Elementary Science Basic Concepts with the context of local wisdom is very much needed in the learning process because it can overcome problems of learning difficulties, integrates with local wisdom, and offers better interactivity compared to current e-modules. The characteristics of the e-module course in the case-based Elementary Science Basic Concepts course with the context of local wisdom structurally consists of 8 components, namely: (i) topic or subject matter; (ii) instructions for use; (iii) learning objectives; (iv) learning content; (v) summary, (vi) evaluation complete with discussion, (vii) glossary; and (viii) references.

The Role of Pancasila and Citizenship Education Teachers in Forming Students' Character in Primary Schools

This research aims to examine the role of Pancasila and Citizenship Education (PPKn) teachers in shaping student character in elementary schools. The qualitative method was chosen as the approach in this research, where analysis was carried out on documents related to the Pancasila education program in elementary schools to understand the strategies and practices implemented by teachers in character formation. The research results show that PPKn teachers play a key role in providing good examples, directing, and collaborating with parents in creating an educational environment that is conducive to student character development. Obstacles faced include students' non-compliance with rules, tardiness, and truant behavior. This study confirms that collaboration between schools, families, and students is very important in the effective implementation of character education. Based on these findings, further research is recommended to conduct deeper exploration of the impact of this interaction on student character formation. This research provides important insights for the development of character education strategies in elementary schools.

JUBILIEJINĖS SUKAKTYS: GEOLOGIJOS MOKSLO POPULIARINIMAS BEI NEFORMALAUS GAMTAMOKSLINIO UGDYMO VU GEOLOGIJOS MUZIEJUJE AKTYVINIMAS

During the festive year, one does not want to talk about problems [although the situation of geological science in general education school programs has not improved, in the newly prepared textbooks (if they will be published) it continues to be pushed to the place of the most abused stepdaughter], so we are happy with the successful events of the last anniversary year. We are happy with the increasing traffic. Not counting the visitors who participated in the previously listed events, in 2023, 230 excursions (about 4,500 visitors) came to the Museum of Geology, 48 excursions for ~930 schoolchildren with exercises (educational activities); there were themed evenings for the public + museum excursion on weekends 4, ~80 visitors. Educational classes + excursion in the museum on weekends - 10 (~190 visitors). The constantly updated display "Our latest popular achievements and latest scientific reports" (visited by ~4900). Consultations - identification of brought finds: ~300 (the number of finds varies). A total of ~5,000 visitors heard about geology (not counting TV viewers). Keywords: anniversary, meteorite, geology museum, informal science education, Vilnius University

IEP Team Members’ Experiences On the Process Of Preparing Individualized Education Program In A Secondary School

Phenomenological design, one of the qualitative research methods, was used in this research, which was carried out to determine the experiences, opinions and suggestions of the stakeholders in the Individualized Education Program (IEP) development team during the IEP preparation process. Nine families, 20 teachers and a school administrator who were in the IEP team and took part in the IEP preparation process participated in the research. Researcher diary, demographic data form, observation and semi-structured interviews were used in accordance with the principle of data triangulation while collecting data from the participants. The data obtained from the participants were analyzed by inductive analysis method. The data were analyzed with the QSR Nvivo 11 package program. As a result of the research, it was concluded that families should be involved in the IEP development process, but this would be possible depending on some preconditions, and one of these preconditions was family education. It has been observed that the stakeholders in the team have developed a communication system based on information sharing. It was observed that the stakeholders had difficulties in the IEP preparation process due to reasons such as insufficient training on the process, insufficient knowledge about the process and laws, and inexperience. According to another result of the research, it was stated that it would not be appropriate for individuals with special needs to take part in the IEP preparation process, but they could be included in the process if certain conditions were met. In addition, as a result of the research, various suggestions were presented on deep research and applications for the IEP development process.

“(Not) the same as it was”: Parents’ and teachers’ perception of the impact of COVID-19 on a bilingual elementary program

This article examines teachers’ and parents’ perceptions of the impact of the COVID-19 pandemic and remote learning on the implementation of a Portuguese-English Dual Language Bilingual Education (DLBE) program in an elementary school in the U.S. Drawing on the literature on language orientations and in/equity in DLBE, this study hones in on the results of two surveys, involving 66 parents and 18 teachers, conducted as part of a three-year mixed-methods project. Our analysis points to the contrasting perceptions of parents regarding the impact of COVID-19 on their children’s education. English-speaking parents believed that the benefits of DLBE such as foreign language learning diminished, leading some to withdraw their children from the program. In contrast, Portuguese-speaking parents expressed commitment to the program and vouched for its positive impact on their children’s learning of Portuguese and English during the pandemic. Teachers reported the negative impacts of remote learning on all students’ language learning, but Portuguese-speaking students were perceived as struggling more due to a lack of parental support. This study contributes to research on in/equity in DLBE by showcasing how varying perceptions of parents and teachers during a crisis can accentuate inequitable dynamics for racialized bilingual students and families.

Sexualita jako riziko? Sexuální výchova v českých kurikulárních dokumentech

Formal sex education and its implementation in education have been increasingly debated in recent years. In the Czech Republic, the area came to the centre of public policy interest in early 2023, when, in response to several sexual harassment cases, former Minister of Education, Mr. Balaš, expressed the need to strengthen sex education in schools. With the ongoing revision of the national Framework Educational Programme and the awareness of the lack of research coverage in this area, we consider it appropriate to look at how sex education is framed in institutional documents in the Czech Republic today. We conduct a qualitative analysis of the Recommendation of the Ministry of Education for the Implementation of Sexuality Education in Primary Schools, selected school education programmes and minimum prevention programmes. We compare these with the principles, rationale and topics articulated in the Standards for Sexuality Education in Europe, which were developed to support the implementation of holistic sexuality education. We point out significant differences in the conceptualisation of the Czech documents, particularly the normative, biologizing and risk-oriented sex education. We see the untold potential for a quality approach to sex education, which takes into account the sexual subjectivity and uniqueness of adolescents’ experience and the interactive nature of sexuality, which the Standards for Sexuality Education in Europe emphasize, in the areas of Education for Citizenship, Ethics Education or in Social and Personal Development.

Effects of a career education classroom course on high school students' career management competencies and career orientation in Hungary

AbstractSeveral researchers have highlighted the need to strengthen school-based career education in Hungary. After reviewing the international literature on similar programs, this study reports on the impact of an innovative, multi-method career education course. It aimed to support Hungarian high school (ISCED 344) students in grades 10–11 in making decisions on further education and career choices, and in dealing with related uncertainties and difficulties, mainly through developing career management competence. Using a quasi-experimental design, the intervention group of 92 students showed significantly better results on half of the 20 career orientation variables assessed six months after the end of the intervention of 12 three-quarter-hour sessions, with low effect sizes compared to the pre-intervention assessment, and the 96-student control group. In addition to a self-developed questionnaire, the CDDQ Career Decision-Making Difficulties Questionnaire; and the CFI Career Factors Inventory were used. The effectiveness of the intervention was independent of factors such as gender, age, academic performance, and parental education. The study concludes with the suggestion that an enhanced version of the course could be an officially recommended supplementary career education program in Hungarian high schools.

Cooperative learning implementation among elementary Trust School Teacher Program

Malaysia’s education system is continuously transforming to provide pupils with 21st-century skills. Cooperative learning is viewed as a studentcentered approach that helps pupils develop 21st-century learner characteristics. This study aims to identify the relationship between teachers’ content knowledge, pedagogical knowledge, and technological knowledge with the implementation of cooperative learning. A total of 100 elementary Trust School Program teachers in Selangor were involved in this quantitative study, which comprises a correlational design. Respondents were randomly selected to answer the teachers’ cooperative learning questionnaire (TCLQ) and the content, pedagogical, and technological knowledge questionnaire. The findings obtained indicate that teachers’ content knowledge, pedagogical knowledge, and technological knowledge are at a high level. No significant difference was reported between teachers’ knowledge and implementation of cooperative learning based on years of teaching experience in Trust School Program. The result also revealed a positive and strong relationship between content knowledge and cooperative learning implementation (r=0.551, p=0.000), as well as a positive and strong relationship between pedagogical knowledge and cooperative learning implementation (r=0.603, p=0.000). However, a positive and moderate relationship was reported between teachers’ technological knowledge and cooperative learning implementation (r=0.384, p=0.000). This study can help raise awareness about the elements that educational policymakers and educators need to take into account during cooperative learning.

Impact of Principals' Managerial Strategies on Universal Basic Education in Junior Secondary Schools in Kaduna North Senatorial Zone, Kaduna State

This study investigated the impact of principals' managerial strategies on Universal Basic Education in Junior Secondary Schools in Kaduna North Senatorial Zone, Kaduna State. The study was guided by two research objectives and questions, employing a descriptive survey research design. The population under consideration comprised 5,593 respondents, from which a random sample of 375 individuals was selected. Data collection was conducted through the utilization of a questionnaire. Analysis of the research questions was performed using mean and standard deviation. The study findings unveiled a significant impact of funding on the practical implementation of the Universal Basic Education (UBE) program in junior secondary schools within Kaduna North Senatorial Zone, Kaduna State, among other discoveries. Based on the study's findings, several recommendations were proposed, including fostering synergy between government bodies and school authorities to ensure enhanced funding and adequate instructional materials to effectively implement the UBE program in the Kaduna North Senatorial Zone, Kaduna State.

초등돌봄교실 참여에 영향을 미치는 학교 요인 분석

This study analyzed school factors affecting participation in elementary school care programs by using data from Edu Data Service System (EDSS). A total of 3,574 elementary schools in Korea were analyzed. The analysis method was hierarchical multiple regression to examine the explanatory power of each variable affecting participation in elementary school care programs. The dependent variable was the participation rate of elementary school care programs, and the independent variables were school characteristics, school educational activity programs, and school facilities. In addition, by analyzing the participation rate of elementary school care programs by region, this study examined the participation rate of elementary school care programs according to regional factors. The results showed that the explanatory power of model 1, which includes school characteristics variables, is 34%. The explanatory power of model 2, which includes the school education activity program variable, increased by 12.6%, and the explanatory power of model 3, which includes the school facility variable, increased by 6.2%. In terms of the participation rate of elementary school care programs by region, it was found that the participation rate of elementary school care programs in small cities and towns were higher than in large cities. In conclusion, the following implications can be drawn from the analysis. First, school facilities should be expanded to accommodate elementary school care programs. Second, it is necessary to expand the number of elementary school care programs to be focused on small cities and towns where there is a high demand for elementary school care programs. Third, after-school programs should be diversified. This means that elementary school care programs should be operated not only for lower grades but also for higher grades.

Evaluation of the implementation of the free Senior High School education program in North Sulawesi

The implementation of free education must be guaranteed to be implemented in accordance with existing government policies. One of them is evaluating the implementation of free education. This research aims to evaluate the implementation of the free senior high school education program in North Sulawesi Province. The research method used is a descriptive-qualitative method with purposive sampling technique. Data collection techniques include observation, interviews and documentation. The research results show that the evaluation was carried out to measure the extent to which free education was successfully implemented effectively and efficiently. Evaluation of the implementation of free education programs certainly does not necessarily always go according to what has been determined. By analyzing according to the evaluation approach implemented at State Senior High Schools in North Sulawesi, it can be concluded that the implementation of free education evaluation still does not meet the criteria for efficiency, equity, accuracy and responsiveness.

Balancing special education knowledge and expertise in teacher training programs

ABSTRACT Inclusive education is a leading priority of education policymakers and the subject of a recently amended law in Israel. As seen in many countries globally, the shift towards inclusive education in Israel requires a thorough evaluation of the current and suggested proportion of special education expertise and knowledge in teacher training programs. This qualitative study, which included 34 semi-structured interviews, examined the existing and recommended balance of special education expertise and knowledge within general education Bachelor of Education teacher training programs in Israel. The interviewees were four heads of elementary school education programs from four different teacher training colleges, seven pedagogical counselors, six teacher candidates, six elementary school principals, and eleven elementary school teachers. Three major themes related to the existing and recommended balances between special education expertise and general education emerged: a) successful teaching in general education, b) developing special education knowledge in teacher training programs and c) teamwork and cooperation. The findings led to the conclusion that general education educators in schools and academia lack the expertise and knowledge needed to teach children with diverse needs and to instruct the teacher candidates accordingly. Adjusting the special education knowledge and expertise within the general education teacher training programs is required.

Alumni association’s participation in plant maintenance for effective implementation of universal basic education (UBE) programme in Kogi state

PurposeThe level of deterioration of educational facilities, such as leaking classroom roofs, inadequate good seats, obsolete offices, broken shutters and doors, outdated school buildings, power plants and office equipment like ICT media, laboratories, offices and workshops, despite the involvement of Alumni association in the maintenance of educational facilities for the effective actualization of school objectives was a worrisome nightmare in Kogi state. This, therefore, prompted the researchers to explore the Alumni’s participation in plant maintenance for effective implementation of the universal basic education (UBE) programme in public junior secondary schools in Kogi state. The purpose of this study was guided by the research question which stated that to what extent does the Alumni Association participate in plant maintenance for effective implementation of the UBE programme in public junior secondary schools in Kogi state?Design/methodology/approachA quantitative research approach using a descriptive survey was adopted for the study. The sample was drawn using a proportionate stratified sampling technique comprising 387 participants which consisted of 191 (49%) urban junior secondary school principals and 196 (51%) rural principals in selected UBE junior secondary schools. Alumni’s Participation in Plant Maintenance Questionnaire was used as an instrument for data collection. The data were analysed with the aid of mean and standard deviation for the research question and z-test statistics at 0.05 level of significance and the value of z-crit. of 1.96 was used to determine the rejection or otherwise of the hypotheses.FindingsThe descriptive analysis revealed that the average mean set of 2.64 pointed to the fact that the respondents averagely agreed that there was a high extent to which Alumni participate in plant maintenance in urban than rural areas for effective implementation of the UBE programme in public junior secondary schools in Kogi state. This indicates that Alumni contribute to the management of UBE schools in Kogi state, especially in the areas of funding, infrastructural facilities, discipline, politics and quality control. This finding also shows that the contributions of the alumni to educational institutions are still unclear if they have made contributions to education in some areas and none in other areas making their relevance to plant maintenance unclear.Research limitations/implicationsIn terms of practical implications, the study has contributed to knowledge in that it is the first of this form of a study carried out in Kogi state, and as such the findings of the research will make contributions to the physique of information on plant maintenance for the profitable implementation of the UBE programme in Kogi state. Besides, the degree of plant preservation for the implementation of the UBE programme among applicable stakeholders in Kogi state is nevertheless at a low extent.Originality/valueResearchers have conducted studies that show how non-state Alumni members contribute to the administration of education across different states. Some of these studies revealed that Alumni members have assisted schools in the provision of teaching and learning materials at the senior secondary or tertiary education level. There are no sufficient studies to show how these Alumni members have contributed to the implementation of the free education programme, especially in public junior secondary schools in Kogi state and this is the gap this study intends to fill.

IMPLEMENTATION OF UNIVERSAL LEARNING DESIGN PRINCIPLES BY MAINSTREAM TEACHER IN INCLUSIVE EDUCATION PROGRAMS

Sustainable Development Goal 4 (SDG) has stressed the aspect of inclusive education. In Malaysia, the implementation of the Inclusive Education Program has been implemented, which is the placement of students with special educational needs (SEN) together with typical students in the classroom based on the experience of other countries. It is seen as more effective for SEN to obtain effective social interaction in life. To ensure that this inclusive education can be achieved, a universal learning design (UDL) has been developed. UDL is a framework for improving and optimizing teaching and learning for all individuals based on scientific insights into how humans learn. Therefore, the objective of this study is to identify the level of implementation of universal learning design (UDL) of mainstream teachers in the Inclusive Education Program (IEP) in primary schools in Kota Tinggi, Johor. The sample is a total of 82 mainstream teachers who teach the Inclusive Education Program at the primary school level. The census sampling method was used. The questionnaire that was constructed was adapted from the UDL Framework Scale 2023 and Borang Penskoran Evidens SKPM Gelombang 2 2016 with Cronbach's Alpha coefficient value a = 0.943 was used to collect data. Statistical Package for Social Sciences (SPSS) Version 29 software was applied to analyze the data obtained. Descriptive analysis found the level of implementation of the 3 principles of UDL in IEP by mainstream teachers at a high level. 

The Role of Character Education in Shaping Student Work Ethic: Teacher and Parent Perspectives

&#x0D; &#x0D; &#x0D; Character education plays a crucial role in shaping students' work ethic and fostering positive attitudes towards work. This study explores the perspectives of teachers and parents regarding the role of character education in shaping students' work ethic. Using a qualitative approach and drawing upon literature review and library research, the study investigates various aspects of character education that contribute to the development of work ethic among students. The findings highlight the importance of character education in instilling values such as responsibility, diligence, perseverance, and integrity, which are essential components of a strong work ethic. Teachers and parents both recognize the significance of character education programs in schools and home environments in nurturing these values from an early age. Additionally, the study delves into the methods and strategies employed by educators and parents to integrate character education into students' daily lives, emphasizing the need for collaborative efforts between schools and families to reinforce character development consistently. The research also discusses challenges and barriers faced in implementing character education initiatives and suggests potential solutions to address these obstacles. Overall, the study underscores the pivotal role of character education in molding students' attitudes towards work and highlights the collaborative efforts needed between educators and parents to foster a strong work ethic among students.&#x0D; &#x0D; &#x0D;

Pilot randomized controlled trial of a game-based intervention for teaching basketball in Chinese primary school physical education

ABSTRACT This study aimed to examine the preliminary efficacy and feasibility of implementing a tailored version of the MASTER coach education programme in Chinese primary schools to support physical education (PE) teachers’ basketball lesson design and delivery. A total of 20 primary schools in Beijing, China were recruited, with one PE teacher and their class (N = 715 students aged 10–13 yrs) from each school included in the study and randomly allocated to the MASTER intervention (n = 10) or control group (n = 10). Compared to the control group, a significant difference was observed in the MASTER group for the proportion of playing-form activities delivered during PE (27.65, 95% CI [20.27, 35.03]) and for teachers’ perceptions of confidence (23.92, 95% CI [15.87, 31.92]) and competence (24.12, 95% CI [10.28, 24.71]) to teach. Significant differences between groups were observed for students’ perceived athletic competence (3.56%; 95% CI [3.15, 3.96]), enjoyment (11.83%; 95% CI [10.98, 12.69]), well-being (8.51%; 95% CI [7.02, 10.00]), intrinsic motivation (+0.74%; 95% CI [0.30, 1.17]), introjected motivation (−2.24%; 95% CI [−2.77, −1.70]), and external motivation (−0.49%; 95% CI [−0.90, −0.08]). The MASTER programme was effective in improving teaching practices in Chinese primary schools, and in facilitating improvements in teacher and student outcomes.