Educational Policy Makers Research Articles

Unveiling Success: Exploring the Impact of Training and Commitment on Madrasah Tsanawiyah Principal Performance

This article delves deep into the complex web of relationships between training, commitment, and performance among heads of private Tsanawiyah Madrasahs in the beautiful West Lombok Regency, West Nusa Tenggara Province. Using a quantitative approach reinforced by path analysis, the researchers uncovered the causal relationships that shape the madrasah leadership landscape. The study underwent rigorous validation by drawing insights from a carefully curated data set covering over 170 madrassa heads, meticulously collected through customized questionnaires. It emerged as a beacon of reliability and validity. Through the lens of descriptive and inferential statistics, the findings of this study not only highlight the transformative potential of training and commitment but also offer a roadmap for education policymakers and school principals across the country, thereby sparking a collective effort to achieve excellence in madrasa education. Although rooted in the local context of West Lombok Regency, the implications of this research have an impact far beyond the district's borders, marking a new era of educational innovation and progress. In essence, this study underscores the importance of disentangling the complex factors that shape the principal performance landscape to realize a brighter future for madrasa education nationally.

Prioritizing Mental Well-being in Emerging Educational Models: Strategies for Integrating Social and Emotional Learning (SEL) to Support Student Mental Health

This paper conducts a comprehensive review of the effectiveness of integrating Social and Emotional Learning (SEL) practices into emerging educational models to support student mental well-being, with a particular focus on Canadian contexts. Employing a systematic literature review methodology, the study utilized Google Scholar as the primary database, filtering results based on inclusion and exclusion criteria, emphasizing relevance, quality, and recency. The main findings underscore a research gap between acknowledgment of the importance of SEL, and its implementation in Canadian schools. Strategies for integrating SEL into educational settings are reviewed, highlighting ongoing initiatives of British Columbia aimed at advancing SEL within teacher training programs and educational policies. The study also highlights escalating concerns regarding the mental health of Canadian children and youth, impaired by the COVID-19 pandemic. Implications for educational policy and practice, including promoting systematic assessment of students’ social-emotional skills and ensuring the appropriate developmental delivery of SEL through content, are emphasized as key considerations for educational policymakers and practitioners. The paper concludes that a holistic approach is advocated for fostering Canadian children and youth's social-emotional skills, crucial for their well-being and success in educational settings.

Enhancing Mathematical Critical Thinking Skills using Lectora Inspire Interactive Learning Media in the Discovery Learning

Critical thinking skills are one of the abilities that everyone must have to face the challenges of the 21st century. The use of interactive learning media lectora inspire in discovery learning can facilitate to develop students' mathematical critical thinking skills. Therefore, a study was conducted that aims to see the improvement of critical thinking skills using lectora inspire interactive learning media in the discovery learning model. This research is included in the pre-experimental design with the research design used is a single group one-group pretest-posttest design. The samples used in this study were 26 eighth-grade students in Pekanbaru, Riau. Data analysis techniques using Normality - Gain (N-Gain) test and t-test. The N-gain value obtained was 0.59 with moderate criteria. Based on the T-test results, there is a significant difference in the average pretest score and posttest score. The level of effectiveness occurs in the posttest after using lectora inspire interactive learning media, so the use of lectora inspire interactive learning media in the discovery learning model can improve students' mathematical critical thinking skills. This research makes a significant contribution to the innovation of mathematics learning in Indonesia, by offering a more effective and fun approach. The findings are expected to be a reference for educators, researchers, and educational policy makers in an effort to enhance the quality of mathematics learning.

The Role of Salary on Teacher Performance in Secondary School

Objectives: The primary objective of this review paper is to examine the impact of salary on teacher performance in secondary schools. Methodology: The research utilizes an in-depth analysis of existing literature to examine how teacher salaries impact their performance. It examines data from multiple sources to investigate the trends and results related to teacher pay in different educational settings. Results: The results show a clear connection between fair teacher wages and enhanced performance. Educators who are fairly paid are more inspired, content, and dedicated to their duties, leading to superior educational results for students. In contrast, inadequate salaries lead to a significant turnover of teachers, especially in rural and less developed areas, which worsens educational inequalities. Conclusion: The research indicates that teacher salaries play a crucial role in guaranteeing a high standard of education. Proper payment not only boosts the performance of teachers but also helps maintain the stability and efficiency of the education system. Recommendations: It is recommended that educational policymakers prioritize competitive salary structures for teachers to enhance their performance and retention. Additionally, further empirical research should be conducted to explore the nuanced impacts of teacher pay on educational outcomes across different contexts.

Understanding Teacher Experiences Amidst Principal Reshuffling: A Phenomenological Inquiry

This phenomenological study explores the experiences of Filipino teachers dealing with frequent changes in school principals within the Department of Education (DepEd) system. The research aims to understand the impact of these leadership transitions on teachers’ professional experiences and classroom dynamics, the strategies they employ to overcome associated challenges, and the insights they can share with their peers. The study gathered in-depth qualitative data from teachers across various educational levels and subjects using semi-structured interviews and focus group discussions. The findings reveal that frequent principal turnover leads to instability, disrupts academic performance, affects staff morale, and complicates the implementation of long-term initiatives. Teachers employ strategies such as maintaining continuity and stability, establishing clear communication channels, and fostering robust support systems to navigate these challenges. The study underscores the importance of adaptability, building strong relationships, effective communication, and ongoing professional development. The results highlight the need for educational policymakers to prioritize stability in leadership and provide support systems that help teachers adapt to changes, ensuring a conducive learning environment for students and a supportive atmosphere for educators. This research contributes to the broader understanding of the ecological impacts of leadership turnover and offers practical recommendations for enhancing teacher well-being and school performance amidst frequent administrative changes.

Advancing Critical Thinking Abilities in Education: Crafting Technology-Infused Learning Models

The article explores the advancement of critical thinking abilities in education through the development of technology-infused learning models. In response to the evolving landscape of education, this study aims to enhance critical thinking skills by leveraging technology as an integral component of pedagogical approaches. The research employs a qualitative research design, utilizing interviews, document analysis, and case studies to gain a comprehensive understanding of the impact of technology on critical thinking development. The participants include educators, students, and education technology experts, ensuring diverse perspectives in the analysis. The findings reveal that the integration of technology into learning models significantly contributes to the cultivation of critical thinking skills. Interactive simulations, collaborative online platforms, and personalized learning modules emerged as effective tools for fostering analytical thinking, problem-solving, and creativity. The study also underscores the importance of teacher training and support in effectively incorporating technology into the curriculum. Additionally, the research identifies potential challenges, such as access disparities and technological literacy gaps, which warrant attention for equitable implementation. The implications of this study extend to educational policymakers, institutions, and educators seeking to optimize technology's potential for enhancing critical thinking abilities. The crafted technology-infused learning models offer a pathway to align education with the demands of the digital era, empowering learners with the skills necessary for active and informed engagement in an ever-changing world.

The relationship between challenge-hindrance stressors and innovative behavior among medical postgraduates in China: the mediation role of academic engagement and the moderating effect of relaxation

ABSTRACT This study investigated the relationship between challenge-hindrance stressors and innovative behavior of medical postgraduates in China, examining the mediating role of academic engagement and the moderating effect of relaxation. Drawing from a sample of 437 medical postgraduates from three Chinese universities, our findings revealed that challenge stressors positively correlated with innovative behavior, while the direct relationship between hindrance stressors and innovative behavior was not statistically significant. Furthermore, academic engagement mediated the relationship between two types of stressors and innovative behavior. Challenge stressors enhanced academic engagement, which in turn fostered innovative behavior. Conversely, hindrance stressors were found to diminish academic engagement, which in turn indirectly limited innovative behavior. Additionally, relaxation was identified as a moderating factor that helped mitigate the negative effects of hindrance stressors on academic engagement and indirectly on innovative behavior. These results suggested that academic engagement as a mechanism played a pivotal role in determining how different stressors influenced innovative behavior, underscoring the need for stress management, particularly through relaxation techniques, to maintain high levels of academic engagement and innovative behavior. This study offers practical insights for medical education policymakers and educators in China, emphasizing the importance of balancing stressors and incorporating relaxation practices to enhance the innovative capabilities of medical postgraduates in demanding academic environments.

Cloud Adoption in HEIs: A Multi-Theoretical Framework Integrating TOE, TRA, and FVT

This study aims to rigorously explore cloud computing adoption in Higher Education Institutions (HEIs) by applying a detailed analytical framework. This integrates the Technology Organization Environment (TOE) Theory, the Theory of Reasoned Action, and the Fit Viability Theory to holistically examine the factors influencing such adoption, and, as such, the research uniquely emphasises the interplay between technological capabilities, organisational readiness, and environmental factors, as well as taking into account the critical aspect of cultural fit within HEIs. By synthesising these theoretical perspectives, the study provides a comprehensive understanding of the adoption process, highlighting the nuanced interactions between technology, organisation, and the broader educational environment. This approach facilitates the development of a deeper insight alongside the development of valuable guidance for effective implementation and integration strategies. The findings of this study are thus significant for educational policymakers and administrators, providing a robust framework for them to navigate the complexities of modernising educational infrastructure by applying cloud computing technologies.

A Reflective Report to Educational Policymakers: Field Expertise Status of Translation Programs in Turkish State Universities

This qualitative study investigates the educational background and fields of expertise of faculty members in English translation programs at the bachelor's degree level in state universities of Türkiye. Despite the prevalence of these programs across Turkish universities, a discrepancy emerges between the faculty members' doctoral qualifications and the specialized field of Translation Studies. The research aims to reveal the academic landscape of these programs by examining the doctoral disciplines of faculty members, utilizing data primarily sourced from the YÖK (Council of Higher Education) Atlas Database and the YÖK (Council of Higher Education) Academic Database. When information is unavailable in the database above, university websites serve as supplementary data sources. This methodological approach enables a comprehensive analysis of the extent to which academic program qualifications align with the field of Translation Studies. Preliminary findings indicate a significant underrepresentation of faculty with doctoral degrees in Translation Studies, suggesting a potential misalignment between program expertise and the specialized training needs of translation programs. This study underscores the crucial link between the program's field-specific expertise and the quality of training, highlighting the need for policy interventions aimed at bolstering the recruitment and development of academically qualified faculty in the discipline of Translation Studies. The implications of this research extend beyond academia, informing policymakers and educational administrators about the importance of aligning educational offerings with program qualifications to enhance the educational outcomes of translation programs in Türkiye.

A recent systematic review of tailoring teacher autonomy through personality insights

Providing teachers autonomy that aligns with their personalities can foster a greater sense of ownership and commitment to their work, increasing student engagement and academic achievement. The relationship between teacher personality and professional autonomy in education is crucial for pedagogical effectiveness, job satisfaction, and student outcomes. Nonetheless, a gap persists in the current literature, underscoring a lack of thorough understanding of how personality influences educators' autonomy experiences. This systematic review tackles the need for a comprehensive understanding of various aspects of teacher autonomy and teacher personality insights. The primary objective of this systematic review is to explore and assess the literature on teacher autonomy through personality insights. Note that the flow of the study is based on the PRISMA framework. By analyzing a comprehensive selection using advanced searching approaches on Scopus and Web of Science (WoS) databases (n = 30), the final primary data was examined using mixed methods from the recent articles in the year of 2023. Expert scholars decided to develop four themes, which are [1] Autonomy Support and Academic Performance, [2] Teacher Well-being and Turnover, [3] Motivation and Teaching Style, and [4] Cross-cultural Perspectives on Autonomy. Therefore, future studies ought to investigate how different personalities affect teacher satisfaction, classroom dynamics, and student learning results to improve professional development and provide useful insights for educational policymakers and practitioners.

Build it and they will come: responses to the provision of online science of language and reading professional learning

ABSTRACT Coverage of reading and reading instruction in initial teacher education is highly contested, with the “reading wars” representing decades of debate concerning approaches that should be promoted to teachers-in-training. Empirical evidence strongly endorses explicit and systematic teaching of code-based skills as a starting point, together with strong coverage of vocabulary, syntax, fluency, comprehension, and background knowledge. However, most faculties of education in Australia and other English-speaking industrialised nations have persisted in promoting “balanced literacy” and postmodern constructs, such as “multiple literacies”. We describe the development, delivery, and evaluation of three online short-course programmes for primary and secondary teachers on the science of language and reading and report on feedback from a sample of 945 participants. Quantitative and qualitative data show that participants (the largest subgroup being teachers) attach a high value to this knowledge and its practical applications. Implications for initial teacher education, education policy-makers, and school leaders are considered.

The perceived impact of PISA on student learning in schools in a local Chinese context

The increasing concerns of the impact of the Programmes for International Student Assessment (PISA) on education policymaking along with its global reach call for the need of evaluating PISA’s impact on student learning. However, most extant studies focus on arguing its impact at the policy level, without taking a further look into it at the local and school levels. This paper empirically investigates the impact of PISA on student learning in schools in a local Chinese context, that is, the Fangshan District of Beijing, through engaging local stakeholders’ perspectives. Based on the interviews with local educational policymakers and practitioners, the findings reveal that PISA has motivated substantive local policy initiatives aimed at improving student learning, which have been enacted in schools to varying degrees. In many of these initiatives, some PISA concepts were incorporated in different ways. We discuss PISA’s impact on the local educational policy and propose a provisional mechanism of its impact on student learning in schools.

“See results anyway”: auditing social media as educational technology

PurposeThis paper aims to consider the role of social media platforms as educational technologies given growing evidence of harms to democracy, society and individuals, particularly through logics of efficiency, racism, misogyny and surveillance inextricably designed into the architectural and algorithmic bones of social media. The paper aims to uncover downsides and drawbacks of for-profit social media, as well as consider the discriminatory design embedded within its blueprints.Design/methodology/approachThe authors used a method of a technological audit, framed through the lenses of technoskepticism and discriminatory design, to consider the unintended downsides and consequences of Twitter and Instagram.FindingsThe authors provide evidence from a variety of sources to demonstrate that Instagram and Twitter’s intersection of technological design, systemic oppression, platform capitalism and algorithmic manipulation cause material harm to marginalized people and youth.Research limitations/implicationsThe authors contend that it is a conflict of professional ethics to treat social media as an educational technology that should be used by youth in educational settings. Thus, they suggest that future scholarship focus more on addressing methods of teaching about social media rather than teaching with social media.Practical implicationsThe paper concludes with recommendations for educators who might work alongside young people to learn about social media while taking informed social actions for more just technological futures.Originality/valueThis paper fulfills an identified need to challenge the direction of the field of social media and education research. It is of use to education scholars, practitioners and policy makers.

Reconstruction of the Educational Model by the Media

This dissertation explores the interactive relationship between mediatized education and social participation and the role of public media in advancing educational equity. First, the interactive relationship between mediatized education and social participation provides students with a wide range of learning opportunities and social participation platforms, and promotes the development of cross-cultural understanding and global awareness. Second, public media play an important role in educational equity by providing equal access to educational resources, facilitating information sharing and knowledge dissemination, guiding public opinion and policy advocacy, increasing participation and inclusiveness in education, and fostering media literacy and critical thinking. However, the realization of educational equity requires the support of educational policymakers and decision makers, media literacy education for educational institutions and teachers, and the attention and support of all sectors of society. This study highlights the interrelationships between mediatized education, public media, and educational equity, providing guiding principles for achieving equitable, inclusive, and quality educational opportunities.

Strategi Efektif dalam Manajemen Organisasi Pendidikan untuk Meningkatkan Kinerja Sekolah

This article aims to examine various effective strategies in the management of educational organizations that can be implemented to improve school performance. The focus of the discussion covers important aspects of school management, such as educational leadership, human resource management, curriculum and learning management, infrastructure management, financial management, and school relations with the community. The qualitative approach used in this research allows researchers to gain an understanding in depth about effective management strategies in improving school performance. By exploring the experiences and views of school leaders and teachers, it is hoped that this research will provide valuable insights that can be used to develop better management practices in other schools. The results of this research reveal that effective management strategies in improving school performance include visionary and inclusive leadership, effective human resource management, positive organizational culture, optimal use of information technology, parent participation, and the ability to adapt and innovate. These findings provide valuable insights that can be used by other schools to develop better management practices and improve overall educational performance. In addition, it is hoped that the results of this research can serve as a guide for educational policy makers in formulating policies that support improving school performance through effective management.

Factors impacting college students’ collaborative learning intention: a social cognitive theory perspective

ABSTRACT Understanding students’ intentions towards collaborative learning (CL) is crucial for efficiently using related learning activities inside and outside the classroom. Based on social cognitive theory (SCT), we propose a framework to explore the impact of contextual and individual factors on students’ intent to engage in CL. We performed structural equation modelling (SEM) to examine the relationships among three environmental factors (fairness, innovation, and social relationships), two intrinsic motivational factors (self-efficacy, outcome expectations), and students’ intent to engage in CL. The findings indicate that building a collaborative climate where students perceive fairness, innovation, and warm social relationships in the classroom facilitates their intention to engage in CL. In addition, students’ intent is influenced by their belief in their ability to engage in CL activities (self-efficacy) and their outcome expectations. The findings have several implications for developing the theory of CL and educational policymaking.

Navigating the Digital Age: Empowering Kwara State University Administrators in Bridging the ICT Literacy Gap

This position paper explores the role of literacy skills, efficacy, and readiness among university administrators in Kwara State regarding the integration of Information and Communication Technology (ICT) for management functions. With the rapid advancement of technology, educational institutions are compelled to adapt to modern tools and practices for efficient management and administration. The study aims to assess the current status of literacy skills, efficacy levels, and preparedness of university administrators in Kwara State regarding the integration of ICT into various administrative tasks and functions. The research methodology involves a comprehensive survey among university administrators across various institutions in Kwara State. The findings will help educational policymakers and stakeholders develop targeted interventions and strategies to enhance capacity building, training programs, and infrastructure development initiatives. The paper also contributes to the existing body of knowledge on ICT integration in educational administration, particularly in the context of Nigerian universities. It highlights the importance of continuous professional development and training to ensure university administrators remain adept at utilizing ICT tools for effective management and decision-making. The paper advocates for targeted interventions, capacity-building initiatives, and infrastructure development efforts to enhance the ICT readiness of university administrators in Kwara State, contributing to the overall efficiency and effectiveness of higher education administration in the region.

Exploring Leadership and Other Influential Dimensions When Assessing Online Learning Modules Within Higher Education Institutions: Insights From Flow Theory and Two-Factor Principles

This study explores the concept of flow status as a crucial factor affecting student engagement in online learning, using Herzberg’s motivation-hygiene theory as an analytical framework. Herzberg proposed two main principles influencing learner satisfaction: motivating factors associated with increased satisfaction and hygiene factors associated with dissatisfaction avoidance. While both motivation and hygiene factors influence learner satisfaction, this study applies the concept of flow status and incorporates elements of leadership to the concept to examine the implementation of effective learning systems in higher education institutions. A qualitative approach was applied to data collected from 24 interviews with stakeholders in the field of learning, including students, tutors, curriculum designers/programme leaders and policy makers in education. Interviews were recorded, transcribed, and subjected to text mining analysis. Most students interviewed identified various hygiene factors as motivating factors, such as their grades and supportive guidance from their tutors, thereby underscoring the importance of leadership visualisation in learning design. These hygiene factors were particularly appreciated in the disruptive environment experienced during the COVID-19 period. Students expressed scepticism about pre-set online group work, suggesting a preference for the ability to choose to participate in various types of group work. Tutors emphasised the importance of motivating factors in student engagement, recognising the significance of students’ technological readiness and effective teamwork in relation to how well they concentrated on their learning. This study develops practical insights for higher education educators, considering contemporary technological impacts and the immersive effects of online module design. The results propose a conceptual model that fosters students’ ability to concentrate in disruptive environments, highlighting the necessity of clear leadership from both system designers and implementers to enhance student engagement in online learning. This study’s findings are expected to serve as a valuable analytical tool for stakeholders in the field of education.

Merdeka Curriculum: Adaptation of Indonesian Education Policy in the Digital Era and Global Challenges

Objective: This paper examines the Merdeka Curriculum as a response to Indonesian education policy challenges in the digital era and globalization. The policy aims to enhance the flexibility and quality of education through a more adaptive approach to student needs and technological advancements. Theoretical Framework: The study is grounded in public policy adaptation theory and 21st-century education theory, which emphasizes critical thinking, creativity, collaboration, and digital literacy. This framework helps understand how the Merdeka Curriculum is implemented within the Indonesian education context. Method: A qualitative approach is used in this study, employing a case study method in several schools in Indonesia. Data were collected through in-depth interviews, classroom observations, and policy document analysis. Participants included teachers, students, and education policymakers. Results and Conclusions: The findings indicate that the Merdeka Curriculum provides greater flexibility for teachers in designing learning programs tailored to students' needs. However, implementation in the field faces various challenges, such as lack of technological infrastructure and teacher training. In conclusion, while the Merdeka Curriculum has the potential to improve educational quality, stronger support in technology and training is necessary for its success. Research Implications: This study has significant implications for the development of education policy in Indonesia, especially in the digital era. The findings encourage policymakers to consider greater investments in educational technology and teacher training to ensure the success of the Merdeka Curriculum. Originality/Value: This paper offers an original contribution by linking the Merdeka Curriculum policy to the challenges and opportunities of the digital era, providing practical insights into the implementation of education policy in Indonesia. It also adds to the literature on education policy adaptation in developing countries.

The effect of an educational peer-based intervention program on sexual and reproductive health behavior.

The fact that adolescent people experience risky sexual behavior and have insufficient knowledge of sexual and reproductive health (SRH)indicates the need for SRH education. This study investigates the impact of peer-educated SRH programs on the knowledge and behaviors of adolescents. This study was conducted as a randomized controlled trial on 275 university students. The subjects were randomly assigned to the peer educators (n = 25), intervention (n = 125) and control (n = 125) groups using systematic random sampling. Peer educators provided face-to-face SRH education to the intervention group. The researcher provided the same education to the control group via the online conference method. SRH knowledge and behavior evaluated with scales before, after, and 3 and 6 months after the SRH education. The obtained data were analyzed using SPSS version 25 through statistical tests and analysis of covariance. The female and male ratio of the participants was almost equal (49.4%, 50.6%). The mean age was found to be 20.42 ± 1.14 years. The mean scores of the students in the intervention group increased from 21.20 ± 0.14 to 35.20 ± 0.07 for sexual health knowledge questionnaire (SHKQ), and from 130.56 ± 0.55 to 147,90 ± 0,25 for reproductive health scale (RHS) after the education. Compared with the control group, these increases in the mean scores of SHKQ and RHS were found to be statistically significant. The findings show the important role of the SRH peer education method on the effect of transferring knowledge about sexual behaviors. Health and education policy-makers are advised to implicate SRH peer education.