Secondary Educational Institutions Research Articles

Pelatihan Dasar Kaligrafi Dalam Memperkenalkan Teknik Tulis Al-Qur’an pada Murid MTs Darussalam Ibrahimy Desa Sumberkokap Kecamatan Taman Krocok Kabupaten Bondowoso

The basics of calligraphy writing in the form of hijaiyah letter writing techniques are training that needs to be held in schools, especially in schools that focus on Islamic religious education, because they are the basis of the techniques for writing the Koran. This service is training in basic techniques for writing the Koran at MTs Darussalam Ibrahimy, Sumberkokap Village, District. Krocok Park, Kab. Bondowoso, East Java. MTs Darussalam Ibrahimy is a first-level secondary education institution that has a strong focus on Islamic religious education. The problem faced in this school is the lack of guidance in learning hijaiyah letter writing techniques, as well as the students' low interest in this writing technique, because they think that writing Arabic, the language of the Koran, does not have certain techniques so they are careless in writing. Hijaiyah letters. This form of service is carried out through intensive training and coaching for basic calligraphy practices to introduce hijaiyah letter writing techniques correctly. The proposed solution includes an introduction to basic calligraphy techniques in the form of procedures for writing hijaiyah letters starting from the letter alif to the letter ya'. The implementation of this service begins with the observation method by gathering information about Al-Qur'an writing activities at MTs Darussalam Ibrahimy and to achieve the achievement targets set during the service, it continues with preparation and coordination, education and finally evaluation. The result obtained from this service is an increase in students' ability to write hijaiyah letters according to the rules of writing the Koran, although it is still far from the expected target. Their views on Arabic writing are starting to change, they no longer think that Arabic writing does not have certain techniques so they are careless in writing hijaiyah letters.

Effectiveness of pedagogical conditions for the development of logical thinking of future primary school teachers in professional training

The author's research proposes a model of development of logical thinking of future primary school teachers in their professional training. The pedagogical experiment concerning the development of logical thinking of future primary school teachers in professional training is described. The pedagogical conditions for the effective development of logical thinking are formulated and substantiated: the use of active learning methods and game modeling in the professional training of future primary school teachers, the organization of independent activities of future primary school teachers to develop their logical thinking, the use of tasks for the development of logical thinking of future teachers in the process of professional training. The system for assessing the levels of development of future primary school teachers' logical thinking is characterized and the results of a pedagogical experiment are presented. To determine the level of development of logical thinking according to the motivational criterion, the indicators of knowledge and skills of future primary school teachers, revealed during classroom classes and independent work in academic disciplines, the study of which is aimed at forming a general understanding of work in primary school, impressions of future professional activity, were used. To determine the level of development of future primary school teachers' logical thinking according to the cognitive criterion, the results of students' performance in the disciplines whose main task is to perceive theoretical knowledge about future professional activity, planning and organization of the educational process, methods of primary school students' development were used. The basis for the diagnostics according to the activity criterion was the performance of future primary school teachers in the subjects “Computer-oriented learning technologies”, “Technologies of distance education in primary school”, pedagogical practice in general secondary education institutions, coursework, writing a diploma (qualification) work and a comprehensive exam on pedagogy and methods of forming the competencies of students. The results of the experiment revealed a significant increase in the average qualitative indicator of logical development, which indicates the effectiveness of the use of the obtained scientific results and gives the right to recommend their use in the educational process at universities.

Factors Influencing Tandem Learning in Mathematics

The main objective of secondary education institutions is to provide quality education to its students. One way to achieve this is by introducing various teaching methods, one of which is tandem learning, which is a small-group cooperative learning method. Not everyone responds well to a one-size-fits-all method, and therefore, uncovering insights for predictive model selection tailored to individual students or classrooms becomes imperative for teaching institutions. The knowledge is embedded in the educational data set and is extractable through data mining techniques. The primary objective of the study was to identify the key factors that significantly influence student outcomes (including both emotional well-being and knowledge improvement) in tandem learning using machine learning algorithms. The study was conducted in a mathematics class during the course of one week of tandem learning implementation in the school year 2023/24 with a sample of 89 high school students from a selected Slovene high school and 13 predictor variables (gender, class, teacher, recent mathematics grade, MBTI variables, mathematical anxiety, motivation, qualitative interaction, quantitative interaction, and whether the student outperformed their partner). The outcome of interest was a three-state dependent variable indicating whether the student responded well to the implementation of tandem learning into the education environment. The present study tested which predictor variables were most important using mutual information and recursive feature elimination for all variables. The most important factors according to mutual information for predicting student response were outperforming the partner, class, and qualitative interaction within the tandem and according to recursive feature analysis qualitative interaction, outperforming partner and gender.

РОЛЬ ДОПОЛНИТЕЛЬНОГО ОБРАЗОВАНИЯ В СТАНОВЛЕНИИ ПРОФЕССИОНАЛЬНОГО САМОСОЗНАНИЯ МОЛОДЕЖИ

Formation of professional self-awareness of future specialists in the process of their educational activity is one of the leading problems of modern psychological science. In modern Russia, the problem of formation of professional self-awareness of youth, organization of psychological and pedagogical conditions of its formation has become relevant in connection with the changed socio-economic conditions that arose in connection with the process of formation of a new civil society, modernization in the field of education, including professional, as well as with a significant need to transform the attitude of the subject of labor to his professional activity. The purpose of the study was to study the influence of additional education on the formation of professional self-awareness of youth. The study involved 130 students of state educational institutions of primary and secondary vocational education under the jurisdiction of the Committee on Education of St. Petersburg, included in the system of additional education, aged 17 to 22 years (including 15 boys and 15 girls), and 130 students of state educational institutions of primary and secondary vocational education under the jurisdiction of the Committee on Education of St. Petersburg, not included in the system of additional education, aged 17 to 22 years (including 15 boys and 15 girls). The following methods were used in the study: "Questionnaire for determining the level of professional orientation of students" (UPN) by T.D. Dubovitskaya; Methodology for the study of self-attitude (MIS) by S.R. Panteleev; Questionnaire "Stylish self-regulation of human behavior" by V.I. Morosanova, E.M. Konoz; Methodology for diagnosing socio-psychological attitudes of the individual in the motivational-needs sphere by O.F. Potemkina; Self-actualization test by E. Shostrom adapted by L. Ya. Gozman, M. V. Kroz, M. V. Latyn; “Personal Differential” (PD) method (version adapted at the Bekhterev Research Institute). To process the obtained data, methods of quantitative and qualitative data analysis were used (descriptive statistics methods, comparative analysis (Student’s t-test)). Before the comparative analysis, the empirical distribution was checked for normality using the Kolmogorov-Smirnov statistical normality test (with Liljefors correction). Statistical data processing was performed using the SPSS 23.0 Statistics 28.0.1 software package. The study found that students included in the system of additional education have a better developed cognitive component of professional self-awareness, realized in self-knowledge, an emotional component expressed in self-understanding as an evaluative and emotional attitude towards oneself, self-respect and self-acceptance, an operational component of professional self-awareness, as well as a motivational and target component realized in the desire for self-actualization. The results obtained allow us to conclude that additional education plays a positive role in developing professional self-awareness of young people. The system of additional education forms professional self-awareness, a sense of self-worth, and promotes the disclosure of personal and leadership potential, which will contribute to successful career building.

FEATURES OF ORGANIZING INCLUSIVE EDUCATION IN PRIMARY SCHOOL IN THE CONDITIONS OF NUS

The article provides a theoretical analysis of the problem of organizing inclusive education for children with special educational needs (SEN) who study in primary school in the conditions of the New Ukrainian School (NUS). The basic laws that ensure the inclusion of children SEN in the educational process in the conditions of a general secondary education institution, considering their characteristics and individual needs, are analyzed. It is noted that one of the obstacles to the full inclusion of a child in the educational process is the insufficient level of development of the necessary competencies of primary education teachers in the field of inclusion, namely: incomplete, unsystematized ideas about the peculiarities of the psychophysical development of children with special educational needs; insufficient mastery of psychological methods and techniques of pedagogical communication with such children; lack of formed skills and abilities in selecting methods and techniques of working with children with special educational needs; imperfection of the tools that ensure the effectiveness of inclusive education; knowledge about ensuring the comfort and adaptation of the child to school. The main stages of organizing an inclusive educational environment in a general secondary education institution are identified. They includes four stages: motivation (the child's desire to study in a specific general secondary education institution), organization (actions of the head of the general secondary education institution), psychological and pedagogical support (creation of a team of psychological and pedagogical support) and implementation (creation of an inclusive educational environment, selection of methods and techniques for implementing inclusive education). The information presented in the article will help in the process of designing a high-quality and comfortable educational process for children with special educational needs in primary school in the conditions of the NUS.

ТЕОРЕТИКО-МЕТОДОЛОГІЧНИЙ АСПЕКТ КОНКУРЕНТОЗДАТНИХ ЗАКЛАДІВ СЕРЕДНЬОЇ ОСВІТИ ТА ЇХ ВИПУСКНИКІВ

The article examines the theoretical and methodological aspects of the competitiveness of secondary education institutions and their graduates, which are highly relevant in the context of globalization and rapid changes in the labor market. Modern economic processes require educational institutions to be highly flexible, capable of adapting educational programs to new demands, and preparing graduates who can quickly adapt to competition in the labor market. The relevance of the research topic lies in the necessity to analyze the factors that determine the competitiveness of secondary education institutions and the preparation of competitive graduates. The current system of secondary education faces challenges related to rapid changes in the labor market, the development of new technologies, and the need to adapt curricula to new realities. The growing competition among educational institutions requires them not only to improve the quality of education but also to constantly update teaching methods and integrate innovative approaches into the learning process. The aim of the study is to define the theoretical foundations of the competitiveness of secondary education institutions and develop methodological approaches to enhance the competitiveness of graduates in the context of preparing them for the demands of the modern labor market. The author establishes that an important condition for enhancing competitiveness is the development of not only professional knowledge but also personal qualities in graduates, such as motivation for continuous self-improvement, the ability to think creatively, and adaptability to changing professional conditions. In the author's opinion, the prospects for further research lie in a deeper examination of the impact of specific teaching methods and innovative technologies on graduates' competitiveness, as well as in the development of mechanisms that ensure effective interaction between educational institutions and the labor market to meet the demand for highly qualified specialists.

ПСИХОЛОГІЧНА КОМПЕТЕНТНІСТЬ УЧИТЕЛІВ У КОНТЕКСТІ НОВОГО ПРОФЕСІЙНОГО СТАНДАРТУ: ВИКЛИКИ ТА МОЖЛИВОСТІ РОЗВИТКУ

The article examines the significance of a teacher’s psychological competence based on the requirements of the new professional standard «Teacher of General Secondary Education Institution». A number of scientific studies addressing the issue of psychological competence from various perspectives are analyzed, particularly in the context of interpersonal interactions and the adaptation of pedagogical approaches. Psychological competence is defined as the ability of a teacher to effectively interact with participants in the educational process, navigate social situations, recognize emotional states and individual characteristics of each person, and apply appropriate methods to support students’ psychological well-being. The importance of the teacher’s ability to create a positive psychological climate in the classroom and assess students’ emotional states to ensure a supportive educational environment is emphasized. It is highlighted that, in the context of the challenges posed by the consequences of war and social-psychological changes in society, psychological competence is crucial for supporting students’ motivation and emotional development. A detailed analysis of the challenges that teachers may encounter in the process of developing psychological competence in the current context is provided. Key aspects such as the need to consider students’ individual psychological characteristics, adapt pedagogical methods to emotional needs, foster motivation, and promote positive self-esteem are identified. The article also discusses ways to overcome these challenges through systematic teacher professional development, participation in training programs, and the development of psychological skills that help create a comfortable and effective educational environment. Overall, the article emphasizes the importance of developing psychological competence as an integral part of teaching, enhancing the educational process, and ensuring quality learning for students amid social-psychological changes.

Educational Lag in Higher Secondary Education Institutions in Ixtapaluca, Valle de Chalco and Chalco

Objective: The study entitled "Educational Lag in Higher Secondary Education Institutions in Ixtapaluca, Valle de Chalco, and Chalco" is to analyze the impact of the COVID-19 pandemic on school dropout rates and educational quality in these municipalities. Methodology: The research uses a mixed-methods approach, combining quantitative and qualitative data. Data collection included surveys, interviews with school principals, and focus groups with students and teachers. This methodology allows for a comprehensive analysis of dropout rates and educational quality, considering both statistical data and personal experiences of those affected by the pandemic. Contribution: The findings of this study are expected to provide valuable insights into the specific challenges faced by upper secondary education institutions in the target municipalities. The research will inform the development of effective strategies to address educational lag, improve retention rates, and enhance the overall quality of education. It aims to benefit policymakers, educators, and the student community by providing evidence-based recommendations to mitigate the adverse effects of the pandemic on education. The study highlights the importance of tailored interventions and support systems to help students address the challenges posed by the COVID-19 pandemic and ensure a more resilient and inclusive educational environment in the future.

KOLLECLƏRDƏ İNFORMASİYA-KOMMUNİKASİYA TEXNOLOGİYALARININ TƏTBİQİ İLƏ RİYAZİYYAT VƏ QOHUM FƏNLƏRİN ƏLAQƏLİ TƏDRİSİNDƏ TƏLİM METODLARININ SEÇİLMƏSİ PROBLEMİ

The teaching of subjects with the application of ICT in secondary specialized educational institutions has not been fully resolved. Therefore, the prepared article shows the ways of applying ICT in improving the teaching of mathematics and related subjects in colleges.

Психологическое благополучие и образовательные результаты студентов с различными стратегиями поступления в вуз

<p>The results of a study of psychological well-being and educational outcomes of first-year students depending on their university admission strategy – based on the results of the Unified State Examinations, winners and prize-winners of school Olympic competitions, within the framework of targeted recruitment, after graduating from secondary vocational education institutions, or combined data from the Unified State Examinations and additional entrance examinations organized by universities were presented. The focus of the research is on the indicators of well-being, subjective happiness, and anxiety of first-year students and the results of their first examination session. The study involved 4,920 first-year students from 19 universities of the Russian Federation (57.5% girls; the average age was 18.6 years, standard deviation 1.6). It is shown that first-year students with different university admission strategies differ in their level of well-being, subjective happiness and anxiety, demonstrating unique combinations of the severity of these traits. At the same time, personal anxiety varies to the greatest extent among first-year students depending on the strategy of admission to the university. The choice of admission strategy turns out to be interconnected with the educational outcomes of the student in the first academic year, and the unique combination of the expression of signs of psychological well-being in groups of students with different admission strategies can strengthen or weaken this relationship. The obtained data on the group uniqueness of the manifestation of signs of psychological state depending on the admission strategy can become a scientific basis for organizing psychological support of higher education.</p>

METHODOLOGICAL ASPECTS OF THE DEVELOPMENT OF MATHEMATICAL COMPETENCE AS A TOOL FOR DECISION-MAKING UNDER UNCERTAINTY

The purpose of the work is to characterize the methodological foundations of the formation and development of mathematical and information-digital competences of students of general secondary education institutions as a tool for forming their abstract thinking for decision-making in conditions of uncertainty. It is based on the concept of the development of abstract thinking as a process of mental activity of an individual as a higher form of thinking, which allows to operate with concepts, symbols, abstract ideas and representations, aimed at solving complex problems and making decisions in the conditions of underdefined or overdefined systems. The effectiveness of the proposed pedagogical technology is ensured by a child-centered orientation to the system of educational tasks that determine the formation of a system of abstract concepts, understanding their essence, and the development of applied skills in operating these categories in applied aspects. The main advantage of this pedagogical technology is ensuring that students learn the basic methods of solving educational problems, the application of mathematical competence for the development of information and digital competences in the conditions of digitization of education. Such a combination is a key factor in increasing the effectiveness of their educational activities in modern conditions of youth potential development. The proposed concept is an effective tool for the formation of students' mathematical and information-digital competences in the process of studying mathematics in the context of combined learning in indoor secondary education institutions, including in distance mode using synchronous and asynchronous communication tools.

Особливості організації навчального процесу в Київській духовній семінарії (друга половина 19 – початок 20 ст.)

The aim of this article is to explore the features of the educational process in the Kyiv Theological Seminary during the second half of the 19th century and the early 20th century. The authors examine the fundamental principles of the functioning of a secondary educational institution of the Russian Orthodox Church. The research methodology is based on the principles of historicism, objectivity, and systematics. First of all, general scientific methods of historical knowledge—analysis, synthesis, and systematic analysis—are employed. Scientific novelty. The educational process at the Kyiv Theological Seminary during the late 19th and early 20th centuries is analyzed as an integral part of the spiritual education system of the Russian Empire on the Ukrainian lands. The study demonstrates the Russification-oriented nature of this process. Conclusions. The theological seminaries were a significant component of spiritual education in the Russian Empire, designed to train clergy as leaders of the imperial ideology within society. The Kyiv Theological Seminary was an integral part of this system, without any particular distinguishing features compared to other seminaries across the Empire. In the second half of the 19th century, a deliberate process of unification and centralization in the educational sphere was underway, with the 1867 and 1884 Seminary Statutes playing a crucial role. The educational process, as well as the overall activities of the Kyiv Theological Seminary, were strictly controlled by the Educational Committee of the Holy Synod. The curriculum was highly regulated and structured. Seminary students were under constant supervision by their instructors, ensuring their loyalty, if not devotion, to the Russian imperial regime. Graduation from the Kyiv Theological Seminary provided access to admission to the Kyiv Theological Academy, but only 1% of seminarians chose to continue their studies there.

THE MEDIATING EFFECT OF INTERNAL OR EXTERNAL REGULATION FACTORS ON THE EFFECT OF HIGH SCHOOL STUDENTS' HEALTHY LIFESTYLE BELIEFS ON THEIR LEISURE TIME EXERCISE PARTICIPATION

In the present study, it was aimed to determine the mediating effect of intrinsic or extrinsic regulation factors on the effect of high school students' healthy lifestyle beliefs on their leisure time exercise participation. The population of the study consists of high school students in all secondary education institutions within the Ministry of National Education in Konya Beysehir, while the sample consists of high school students in three secondary education institutions (Anatolian High School, Vocational and Technical Anatolian High School and Science High School) randomly selected from these secondary education institutions. The research utilized quantitative research methods and relational survey model. While collecting the research data, the Healthy Lifestyle Belief (HLBB) Scale, the internal regulation and external regulation sub-dimensions of the Behavioral Regulations in Exercise-2 Scale, and the Leisure Time Exercise Participation (LCEP) questionnaire were used. Model-1 and model-2 established within the scope of the research were analyzed by structural equation modeling (SEM/SEM). According to the findings of the study, it was found that SDBI had a positive and significant effect on internal regulation and a negative and significant effect on external regulation. It was found that intrinsic regulation positively and significantly affected SZEK, but the effect of extrinsic regulation was insignificant. While it was found that the SDBI positively and significantly influenced the SEER through the mediation of intrinsic regulation, which is the motivation to engage in exercise behavior, extrinsic regulation did not have a significant effect on the interaction between SDBI and SEER.

Modelling the knowledge flow among vocational training and its partners

The study documents the model of the knowledge transfer process between the University, the Vocational Training Center and the industrial actors. The research seeks to answer to the following questions. Where is new knowledge generated? Where does knowledge originate from? Is there a central actor? If so, which organization? Hypotheses tested by the research: H1: Knowledge starts from the higher education institution. H2: Most “new knowledge” is generated in universities and large multinational companies. H3: The university is a central actor in the knowledge flow, transmitting both hard and soft skills, as well as subject (‘know-what’), organizational (‘know-why’), use (‘know-how’), relational (‘know-who’), and creative (‘care-why’) knowledge. The aim of the research is to model the way of knowledge flow between the collaborating institutions. The novelty of this research is that it extends the analysis of the knowledge flow process not only to the actors of previous researches (higher education institutions, business organizations, and government) but also to secondary vocational education and training institutions. The methodology used in the research is the analysis of the documents of the actors investigated and the questionnaire survey among the participants. Knowledge transfer is the responsibility of the university and its partner training and business organizations. In vocational education and training, knowledge flows based on the knowledge economy, innovation and technological development are planned, managed and operational. The research has shown that knowledge is a specific good that it is indivisible in its production and consumption, that it is easy and cheap to transfer and learn.

Integration of ICT into secondary education learning and teaching processes: Problems and recommended solutions

The aim of this study is to examine the problems and solutions regarding the integration of information and communication technologies into secondary education learning-teaching processes based on the views of teachers and school administrators. This study is a case study. The participants of this study are teachers and school administrators working in three different secondary education institutions in Antalya, where the Enhancing Opportunities and Technology Improvement Movement Project was implemented. To collect data, a survey questionnaire and semi-structured interviews were used. Basic descriptive statistics were employed for the analysis of quantitative data, and content analysis was employed to analyze qualitative data. It was found that teachers mostly benefit from computers, smart boards, printers, and web applications in the classroom. However, they sometimes use tablets and the Educational Informatics Network. The problems encountered in the process were related to the functionality of smart boards and tablets, the selection of appropriate materials, in-service training sessions, the curriculum, and the unintended use by students. Based on the findings, several suggestions were made for addressing technical issues in information and communication technologies, making changes to curricula and professional development programs, and raising awareness among stakeholders affected by this process.

QANIXÇAY (ALAZAN) ARXEOLOJİ MƏDƏNİYYƏTİ

One of the important and insufficiently resolved issues in modern Azerbaijani historiography and archeology is the archaeological culture of Ganikhchay (Alazan). The relevance of the article is to solve the tasks set for the solution of this problem. For the first time in the article, material culture findings representing the archaeological culture of Ganikhchay (Alazan) were studied, different and new scientific conclusions were obtained. The application of these results, which constitute the scientific innovation of the article, in secondary and higher educational institutions is one of the important requirements of today. As a result of the article, it was once again emphasized that these materials are important to be applied in the teaching process, and it was recommended to cover them in relevant publications. In a number of state-level events, including in the field of tourism, the opinion that museum materials are important has been expressed.

Development of an automated system for comprehensive academic performance management

The document presents a study focused on the development of an automated system for the comprehensive management of academic performance in secondary education institutions. The main focus of this work is to enhance communication between schools, students, and parents by implementing advanced technologies, specifically the WhatsApp API and Google Sheets. The project emerges in response to the limitations of traditional communication methods, such as printed circulars, emails, and phone calls, which are considered ineffective in a modern educational environment. These traditional methods face challenges such as a lack of immediacy, the potential for information to be lost, and the lack of timely responses from recipients. In contrast, WhatsApp offers an immediate and accessible communication platform that can be integrated with automated systems to send personalized alerts about students' academic performance. The proposed system aims to automate the process of academic monitoring and notifications to parents using Google Sheets to manage academic data and the WhatsApp API to send instant messages. This will enable faster and more effective communication, facilitating timely intervention in case of academic issues. Additionally, the implementation of this system is expected to reduce administrative burdens and improve parental involvement in the educational process, thus contributing to a decrease in school dropout rates and academic failures.The work concludes that the integration of digital technologies in academic management not only optimizes available resources but also strengthens the relationship between educational institutions and families, fostering a collaborative environment oriented toward student success.

Science curiosity: an analysis examining gender and parental influences

ABSTRACT Background Science curiosity, a critical cognitive-developmental determinant, significantly influences students’ learning outcomes due to mounting evidence supporting its pivotal role. This individual disposition is an effective catalyst driving students’ acquisition of knowledge, skill development, and expertise within scientific domains throughout their educational journey. Purpose Our current research examines students’ science curiosity as a psychometric individual characteristic according to gender and some parental variables. Method and Sample The present study employed a descriptive methodology within the quantitative research framework. Data were gathered from a sample comprising 2351 students enrolled in public secondary educational institutions. Result Our findings revealed significant differences in students’ science curiosity according to categorical variables, such as gender, family income, parental education, and number of siblings. Girls had significantly more positive science curiosity than boys. Our findings also indicated that students from middle-income families who can easily meet their education, health, and social needs but have economic limitations for a more luxurious life have significantly higher scores than others regarding science curiosity. It was also found that students with two siblings and a parent who had graduated from university had the greatest advantage in science curiosity. Conclusion This study’s findings suggest that innovative school policies can be met with home-like science learning environments for students deprived of family involvement—most likely due to low-educated parents—and have very low or very high economic levels. With an environment that combines the warmth of a home, caring science educators who eliminate the lack of parental involvement, rich science materials, and engaging activities, it can be expected that these students’ science curiosity will be stimulated.

Analyzing the Influence of Communicative Language Teaching on Functional Writing Skills: Moderating Role of Information and Communication Technology

Communicative Language Teaching (CLT) is essential for developing students' communicative and functional writing skills. In this age of information and communication technologies, students must be proficient in functional writing to communicate effectively through emails, articles, manuscripts, and academic tasks. Thus, this study analyzed the influence of communicative language teaching on functional writing skills and the moderating role of information and communication teaching. The study was a mixed-method research. There were two objectives such as (a) to explore English teachers' perspectives on the influence of Communicative Language Teaching (CLT) on functional writing skills and (d) to analyze teachers' perceptions toward the moderating role of information and communication technology in Communicative Language Teaching (CLT) for functional writing skills. All the public secondary school English teachers in the Jhelum, Punjab, Pakistan district were the population. A sample of 200 teachers was selected for quantitative data through random sampling techniques. The researcher developed research instruments to collect quantitative through survey techniques. The developed instrument was validated, and its reliability was checked and found to be appropriate. The quantitative data were analyzed using SPSS (version 26). This study concluded that there was a positive but moderate correlation between Communicative Language Teaching (CLT) and students' functional writing skills. The integration of Information and Communication Technology (ICT) into CLT demonstrated a strong and significant correlation with students' functional writing skills, and the regression analysis indicated that ICT integration is a strong predictor of functional writing skills, with the model explaining 92.9% of the variance (R=.964, and an R2=.929). These results highlight the essential role of ICT in enhancing functional writing skills when integrated effectively into CLT approaches. This research recommends that secondary educational institutions be motivated to integrate ICT tools into the CLT approach to improve students' functional writing of the secondary students.

ATTITUDE AND COMPETENCIES OF TEACHERS AT THE SECONDARY LEVEL REGARDING CONTINUOUS AND COMPREHENSIVE EVALUATION IMPLEMENTATION

Continuous and Comprehensive Evaluation (CCE) stands as a comprehensive assessment paradigm, aiming to appraise various facets of student development consistently throughout their academic journey. This research delves into the attitudes and proficiencies of secondary school teachers concerning the adoption and execution of CCE. Employing a mixed-methods approach, data collection extended across a spectrum of secondary school environments, capturing insights from teachers across diverse settings. The study sets out to unravel teachers' perceptions, confrontations, and preparedness regarding CCE integration, thereby unveiling the underlying determinants shaping their attitudes and competencies in this realm. The study seeks to analyze the perspectives of secondary school teachers regarding Continuous and Comprehensive Evaluation (CCE), and secondly, to measure their competencies in implementing CCE. To facilitate data collection, the researcher devised two instruments: the Teacher Attitude Scale and the Teacher Competencies Scale. The present study is conducted in Anantapur, Andhra Pradesh State. The total sample comprises 80 teachers employed in both government and private secondary schools. The findings anticipated from this research endeavor hold the potential to captivate the attention of policy framers, school administrative bodies, and stakeholders alike, prompting necessary actions to ensure the seamless operation of CCE within secondary educational institutions. In light of the findings, recommendations are proposed to address the impediments hindering the effective implementation of CCE. These findings underscore the recognition among teachers of the prospective benefits that CCE promises, albeit overshadowed by obstacles such as inadequate training, resource deficiency, and insufficient institutional support. Moreover, discernible disparities in attitudes and competencies among teachers emerge, delineated by factors like tenure, subject specialization, and pedagogical methodologies employed. KEYWORDS: Continuous and Comprehensive Evaluation (CCE), attitudes, competencies, pedagogical methodologies.