Master Teacher Research Articles

Understanding the influence of business innovation context on intentions of enrolment in master education of STEM students: a multi-level choice model

This article studies educational decisions, focusing on intentions of enrolment in master’s education of STEM bachelor students. Integrating human capital theory with concepts of cultural and social capital, we propose a two-level model for the choice of pursuing master’s degrees. First level (individual) includes factors covering individual habitus and organisational habitus (higher education institutions of bachelor students), while the second level (local) reflects the local business innovation environment. The proposed model was empirically tested on data collected from a sample of STEM and non-STEM bachelor students enroled in 10 public universities located in Romania. The results show that STEM students display a higher propensity to enrol in master's education, and the gap between STEM and non-STEM majors varies across regions. We find that educational decisions related to master’s degrees are shaped by local circumstances reflecting the business innovation intensity as more innovative business contexts are less conducive for enrolment of students in master programmes. In addition, the findings of the study show that local circumstances are not independent of the field of study when shaping students’ educational choices, highlighting the complex way in which individual and local levels factors interplay and shape educational decisions. STEM students’ propensity to enrol in master’s degrees is more influenced by the innovative business environment than other students. This study has implications for higher education policy and practice aiming to support longer educational careers in STEM.

Refining the Research Capability of Master Teacher: It’s Challenges and Courses of Action

Refining the Research Capability of Master Teacher: It’s Challenges and Courses of Action

HALK EĞİTİMİ MERKEZLERİNDE GÖREV YAPAN MÜZİK EĞİTİMCİLERİNİN KURS PROGRAM VE SÜRELERİNE İLİŞKİN GÖRÜŞLERİ

Public education centers are among the institutions that attract great interest from individuals who want to receive music education in our country, and the demand for these institutions is increasing day by day. Music education in these institutions is provided through course programs determined by the General Directorate of Lifelong Learning. It is necessary to obtain the opinions of music educators, who can reach large audiences through public education centers, regarding course programs and durations in order to increase the quality of music education by making necessary improvements on the subject. The sample of the research consists of 30 volunteer music educators working in public education centers in the central districts of Ankara. The study is a qualitative study and a two-part semi-structured interview form consisting of demographic information and 2 open-ended questions was used to collect the data, prepared by taking two separate expert opinions. According to the research findings, it has been determined that music educators working in public education centers are mostly master teachers and a significant portion of them are graduates of fields other than music. According to the data obtained, it was determined that the majority of music educators found the course programs and durations inadequate. Keywords: Public Education Center, Music Education.

UNRAVELLING THE MOTIVATIONAL FORCES BEHIND PURSUING A POSTGRADUATE DEGREE IN ENGLISH EDUCATION

This study investigated the motivations of fresh graduate student pursue their postgraduate study in the English Education Master Program at Sanata Dharma University. The objectives of the study are the to examine the psychological needs, intrinsic factors, and extrinsic factors to develop their study. The main research instruments in this study are semi-structured interviews, which are conducted using a qualitative methodology. The findings revealed that the psychological needs related to the reason for pursuing postgraduate study, participants expressed a desire for control over their educational choices and the importance of feeling competent in their field. The study also finds out intrinsic and extrinsic factors, such as skill development, enhanced career prospects, and meeting personal needs, students are encouraged to pursue a graduate degree. The results show that intrinsic motivation, environmental factors, and professional orientation play an important role in students' decisions to pursue a postgraduate education. Although this study provides valuable insights, there are limitations in generalizing the findings to just the population studied. Suggestion for further research involving broader samples and more in-depth analysis is needed to understand the impact of motivation on graduate students' academic and career performance.

Introducing the Bender Sign for the Diagnosis of Intergluteal Cleft Skin Disorders

Dr. Benjamin Bender (1908-1996) was a longtime Clinical Professor of Dermatology at the State University of New York Downstate College of Medicine. Some 45 years ago, he coined the eponym Bender sign, which describes the discovery of cutaneous diseases that involve the gluteal cleft by having patients bend over and then manually separating the buttocks. Bender's eponym was created as a humorous pun involving his name “Bender” with the “bending” of the patient. This contribution formally introduces this delightful eponym into the dermatology literature and highly recommends its adoption as a teaching tool to remind students of the importance of examining the intergluteal cleft area, which can often harbor a variety of skin disorders, such as psoriasis. A second Bender sign, referred to as Bender sign #2, is also presented, which describes the sparing of the nose when the face is rubbed and inflamed from neurodermatitis. This contribution pays tribute to Dr. Benjamin Bender who his students beloved as a master teacher of dermatology.

Júlia Hajdu (1925–1987) – Career of a woman operetta composer

AbstractThe object of this presentation is Júlia Hajdu (1925–1987), the first and only female Hungarian operetta composer. Although there is no abundance of female composers in either international or Hungarian music literature, most of the few were canonically mistreated, despite their creations being worthy of research. The author of choice, Júlia Hajdu, had a rather rich artistic career during which she excelled in various musical genres, such as the composition of dance songs, operettas, revues, dance suites, and incidental music. Besides composing, she was also an outstanding pianist. At the Zeneakadémia (Liszt Ferenc Academy of Music), her master teachers were Zoltán Kodály (1882–1967) and György Ránki (1907–1992) – the latter, too, being a composer of operettas. Hajdu studied folk music from Kodály and jazz orchestration from Ránki. Hajdu's name was soon mentioned next to the best-known creators of popular genres by both her contemporaries and the critics of the age. Among others, she worked on the popular music shows of Magyar Televízió (Hungarian Television) and was employed as Hanna Honthy's piano accompanist. Hajdu recorded hundreds of dance songs, revues, and dance suites, as well as fourteen operettas, including those for radio and television broadcasts. Her career is to be explored within the cultural, political, and civilizational contexts of state socialism, thus understanding her work as not only another oeuvre of an operetta composer, but also as a representation of the artistic sentiment of a whole era. During her active years, she had to make compromises which she later interpreted as assertions of herself as a female artist in a male-dominated cultural milieu. After recognizing various narrative patterns in her creations, I aim to discuss Hajdu's career along two of the most prevalent and recurring issues: the “female composer as a sensation” narrative, and the “significance of the master teacher” narrative.

Academic Supervision and Managerial Skills of School Heads for Teachers’ Quality and Work Effectiveness

This study focused on the of academic supervision and managerial skills of school heads for the teacher’s quality and work effectiveness among schools in Sariaya West District, Division of Quezon. The descriptive-correlational research strategy was used after analyzing the study's goals and objectives and reviewing existing research on the subject. There were 160 respondents. These are the school teachers, including master teachers, of Sariaya West District in the Division of Quezon. The result of the study shows that: the school heads in the district were observed to practiced well the academic supervision particularly on adaptability to change, time management, written and verbal communication and cooperation It implies that they employ appropriately to lead the school by practicing to show their teachers that they are competent to supervise school operations and being recognized for their proficiency in these key areas of academic supervision, which are crucial for effective school leadership and management. The managerial skills of the school heads are observed particularly on interpersonal skills, organization and delegation, problem solving and decision making and mentoring. They effectively provide assistance to their teachers in school by explicitly implying the role of interpersonal skills, delegation of task, decisional making and mentoring. The teacher’s quality and teachers work effectiveness in the school increased when leaders practiced academic supervision and observed managerial skills and were able to realize substantially observable measures to a positive degree.

TEACHER COMPETENCE AS AN IMPORTANT FACTOR IN THE DEVELOPMENT OF STUDENT PERSONALITY

The teacher's activity aimed at further developing his professionalism and competence can show its results in two directions. Firstly, it elevates the teacher to the top of his profession, forms him as a master teacher, and secondly, it has a significant impact on better learning of students, acquisition of life skills and personal formation. hese problems were touched upon in the article, the analysis of various models of teacher competence existing in the pedagogical literature was given, the main parameters of the teacher's self-preparation and self-development directions were reviewed.

Supporting mid-career students’ psychological needs to improve motivation and retention in post-graduate courses

AbstractCurrently Australia is experiencing an unprecedented teacher shortage. Increasing and retaining the number of mid-career Initial Teacher Education entrants has been identified as one strategy to combat the shortage. This study examines the psychological needs (autonomy, competence, and relatedness) innate to autonomous forms of motivation to support retention. While there is much research investigating how universities support students’ psychological needs using questionnaires, few have gathered data examining how students articulate their lived experiences, and fewer have examined mid-career students’ perspectives. This paper contributes to the literature by sharing 26 Master of Teaching (Early Childhood, Primary, Secondary) mid-career student perspectives on how a university promoted or hindered their psychological needs. The data, analysed using Critical Discourse Analysis, highlighted moments that students identified as maximising or minimising their autonomy and motivation. Similarities were found with previous research on supporting students’ psychological needs. Additional findings indicated mid-career students desired more control over the pace of their course, and workload issues in some schools during professional experience eroded their teacher-efficacy. Recommendations on how to support mid-career retention are suggested.

Digital Divide as a Dynamic Challenge and a Leveraging Opportunity: A Phenomenological Study on Seasoned TLE/TVL Teachers' Adaptive Pedagogy

This study explores the perspectives and strategies of seasoned Teachers of Technology and Livelihood Education / Technical-Vocational Education and Training (TLE/TVL) in addressing the challenges posed by the Digital Divide in educational settings. The participants are four Master Teachers who have 10 or more teaching experience and currently teaching in the secondary school in the Province of Ilocos Sur. Two of them are from rural secondary schools while the other two are from secondary schools situated in urban areas. Through a phenomenology study and cool and warm analysis, the research investigates how these seasoned teachers view their teaching experience in using adaptive pedagogical approaches and perceive the impact of unequal access to technology and varying levels of digital literacy among learners on engagement and learning outcomes. Findings reveal that seasoned TLE/TVL teachers view the Digital Divide as both a dynamic challenge and a leveraging opportunity. They employ adaptive pedagogical approaches, including differentiated instruction, flexible grouping, and varied assessment methods, to cater to diverse learner needs. Continuous assessment of individual learner digital competencies and promotion of collaborative learning emerge as effective strategies to bridge digital gaps and enhance student engagement. The study underscores the importance of ongoing professional development in digital competencies and the need for institutions to prioritize access to technology and support flexibility in teaching practices. However, the study also identifies limitations, including potential sampling bias and the subjectivity of self-reported teacher experiences. Despite these constraints, the findings contribute valuable insights into effective strategies for fostering inclusive learning environments in vocational education amidst technological disparities.

Research approaches in master-based teacher education preparing student teachers for professional work

Student teachers have been found to be critical toward the research approaches they learned from their master's-based teacher education programmes. Our aim is to discuss how certain research approaches learnt during a 5-year academic master's level teacher education, may bring student teachers close to practice and provide them with conceptual and practical tools for a thorough understanding of the practice of teaching. The argumentation is based on an elaboration of master's-based teacher education programs in Finland and Norway and the essential characteristics of teachers' work. We elaborate on student teachers' need to understand constative, critical and constructive research approaches. This includes critical approaches such as observations and interviews for understanding and interpretation, and constructive approaches such as action research and lesson studies. Finally, we argue that, through these approaches, student teachers make use of research knowledge in teachers' work with an inquiring orientation as well as develop and change their practice.

Navigating Master Teachers’ Instructional Supervision Practices and Teaching Competence of Teachers: Implication for Professional Development Program

Navigating Master Teachers’ Instructional Supervision Practices and Teaching Competence of Teachers: Implication for Professional Development Program

The Problems and Countermeasures in the Implementation of "Flipped Classroom" in Colleges and Universities: From the Perspective of Education Master's Students

With emergence of Covid - 19 flipped classroom became essential not only in reducing the number of students in the face to face sessions but also provided more learning time. Kenyatta University is one of the first Universities in Kenya to have a fully - fledged digital school (DSVOL), which offers a wide range of courses from diploma to post graduate courses. Majority of the potential students targeted by the school are the working class group who attend classes either as part - time or full - time. Although Kenyatta University has made many strides in implementing the flipped classroom approach, little has been done on research to ascertain learners’ attitude and perceptions on flipped classroom approach on academic performance of postgraduate diploma in education students in Kenyatta University. The study deployed a mixed - research approach, where both qualitative and quantitative techniques were used to collect and analyze data. The target population was heads of departments and post - graduate diploma students at Kenyatta University. The study used a purposive, convenience sampling technique to get 30 post - graduate diploma students and five heads of department, totaling to 35. Primary data was collected using questionnaire. Open and close - ended questions were used to maximize results. Data collected from the participants were analysed using two methods; statistical and thematic content analysis. Based on the findings, the study concluded that learners have positive attitudes and perceptions towards the flipped approach. The study further concluded that flipped approach is fun, engaging, motivating, and encourages active learning. From the conclusion the study recommended that the departments that implement the flipped learning approach should ensure that there is room for peer interaction and collaborative working.

Influence of Master Teachers’ Workload on their Time Management Skills at Don Sergio Osmeňa Sr. Memorial National High School

Influence of Master Teachers’ Workload on their Time Management Skills at Don Sergio Osmeňa Sr. Memorial National High School

Scientific Writing Training for Elementary School Teachers, Jaka Sanga Teacher Working Group, Karanganyar Regency

This service was carried out to improve the skills of writing scientific papers for SD KKG Jaka Sanga teachers, Karanganyar Regency. It is time for teachers to have the ability to write scientific papers which can ultimately be published in journals or proceedings. Not understanding the stages in writing scientific work is quite worrying. Thus, this service is very important to be carried out, especially by the Indonesian Language Education Master's Study Program, Veteran Bangun Nusantara Sukoharjo University Postgraduate Program as a study program that has a concentration on language and literature development, as well as in terms of education. These service partners are teachers at SD KKG Jaka Sanga, Karanganyar Regency, who do not yet have the ability to write scientific articles or scientific works that are suitable for publication in journals/proceedings, so it is necessary to provide training in scientific writing skills. Developing skills in writing scientific papers to be able to publish them in a journal or proceedings is very necessary for instructors or teachers to improve their competence. Activities in this training can be divided into stages, namely: embedding information (encoding), integrating information into understanding (decoding), recording information (storing), training information through simulations (rehearsal), and learning information (learning). Based on the flow of the method above, it can be concluded that the method for implementing this activity includes: lecture, practice, simulation, and use of creative materials. Keywords: Training, Writing, Scientific Work, Publications, Teacher

Information and Communications Technology Retooling Program: Optimizing Teachers’ Competency

The main purpose of this study is to evaluate the ICT retooling program for teachers and its influence on their competency and performance. A research-made questionnaire was distributed to 260 Junior High School teachers in Bulacan District II, including Baliwag, Bustos, and Plaridel. Additionally, School Principals, Master Teachers, Head Teachers, and Education Program Supervisors in Bulacan were evaluated using a modified research questionnaire. The findings revealed that teachers viewed the ICT Retooling Program positively, noting its encouragement of participation and diverse perspectives rather than a sole focus on technical skills. However, this led to relatively low post-program enthusiasm for educational innovation. Teachers rated themselves competent in ICT, excelling in knowledge creation, deepening, and acquisition dimensions, and demonstrated proficiency in utilizing ICT for teaching and learning, particularly in positive ICT use criteria. The study concluded that a balance between soft skills development (confidence, assertiveness, networking) and technical skills is necessary to foster innovation in education. Continuous professional development in ICT is crucial for translating policy directives into classroom actions and creating inclusive learning environments. Recommendations include conducting a needs assessment to identify areas for improvement in teachers' ICT skills and aligning ICT retooling programs with broader school improvement goals. These recommendations should be integrated into the school improvement plan for increased effectiveness. A long-term sustainability plan, including continuous professional development and technology integration, is essential. Financial aid for graduate degree programs should be provided to sustain teacher competency. Lastly, the Sobel Test is recommended to measure the significance of the teachers' ICT Competency Framework (CFT) and PPST results in the ICT retooling program.

The power of metacognitive strategies to enhance critical thinking in online learning

The aim of this study is to verify whether the use of a digital tool, designed to promote the use of metacognitive strategies in self-regulated learning, increases the level of critical thinking during the learning process in trainee teachers in official online master's degrees. The Critical Thinking Questionnaire (CPC 2) was used to assess different dimensions of critical thinking in a sample of 225 students from an online university's master's degree in educational technology. The results showed significant improvements in all dimensions (substantive and dialogic) and associated basic skills (reading, writing, and speaking) for those who used the tool for the promotion of metacognitive strategies. Therefore, it is suggested to work on specific strategies to develop critical thinking as a basis for improving their self-regulated learning.

Khalti: a digital wallet in Nepal

Learning outcomes After completion of the case study, the students will be able to understand competitive business and corporate strategies; understand various standard models and frameworks related to business and corporate strategy development such as Porter’s five forces model, Ansoff matrix, three value disciplines frameworks, scenario planning matrix and value chain analysis; and practice competitive strategy formulation using the latest analyzing tools/frameworks/models. Case overview/synopsis Although the digital wallet industry in Nepal was in its initial stage, it was growing rapidly. A digital wallet brand – Khalti, launched in 2017, could secure the second position in the industry within two years of establishment. In recent times, the leading digital wallet brand was eSewa which was developed by Kathmandu-based company – F1Soft International in 2009. Khalti team was better for creativity, risk-bearing capability, intact bond among co-founders, innovative skills and aggressive growth. Mr Amit Agrawal, the chief executive officer of Sparrow Pay Pvt. Ltd, was preparing to formulate some strategies for his company’s product, Khalti, on March 24, 2020. The next day, he was going to present his ideas about the future directions of Khalti with the co-founders of Janaki Technology, the parent company of Sparrow Pay Ltd. Therefore, his major agenda was how to design effective strategies to make Khalti more competitive against eSewa and probably lead the industry. Based on such a scenario, this case study deals with various competitive business and corporate strategies such as marketing, product and cost differentiation that Khalti could formulate to maintain its position and further become a leading firm in the industry. Complexity academic level This case study is suitable for business training programs at the master’s level, including Master of Business Administration and executive education. It is also appropriate for undergraduate students, particularly those who want to understand more about competitive business, strategic management and corporate strategy in developing economies. It is especially useful for students who have taken courses in strategic management, corporate strategy, marketing management and business expansion management. This case study is suitable for provoking skills of students such as critical and creative thinking, risk analysis and business planning. Supplementary materials Teaching notes are available for educators only. Subject code CSS 11: Strategy

Association of Medical School Gap Year Research and Degree Programs With Otolaryngology Interview and Match Outcomes.

To investigate whether a gap year for either research or a master's degree is associated with interview offers or match outcomes among otolaryngology applicants. Using the Texas Seeking Transparency in Application to Residency (Texas STAR) database, we conducted a cross-sectional analysis of otolaryngology applicants from 2018 to 2022. Applicants were stratified based on the presence and type of gap year during medical school. Applicant characteristics, signaling, research productivity, and application costs were analyzed, with primary outcomes including number of interview offers and match status. Among 564 otolaryngology applicant respondents to the Texas STAR survey, 160 (28%) reported a gap year, including 64 (40%) applicants participating in a research year, 65 (41%) completing a Master of Public Health or Science (MPH and MSc), and 31 (19%) completing a Master of Business Administration, Education, or other degree (MBA and MEd). Gap-year applicants who completed a research year or MPH/MSc degree received more interview offers (P < .01) than MBA, MEd applicants, or those without a gap year. Applicants with a research year had the most publications, oral presentations, abstracts, posters, and research experiences (all P < .01). When controlling for USMLE scores, clerkship honors, and applications submitted, applicants completing a research year or an MPH/MSc-degree received increased interview offers (P < .01). No significant differences were seen in expenditures or match rates. Research and MPH/MSc gap years were associated with increased residency interview offers but not increased match success. Further longitudinal studies are needed to assess how yearlong experiences affect long-term career outcomes.

Collaborative Supervision of the Master Teachers and the Teaching Efficiency in Selected Junior High School in Cavite

Collaborative Supervision of the Master Teachers and the Teaching Efficiency in Selected Junior High School in Cavite