Quality Of Education System Research Articles

Ethical Leadership, Teacher Professional Development and Parent Engagement: Basis for School Management Development Plan

This dissertation employed descriptive research to determine the relationship among ethical leadership, teacher professional development and parent engagement for school management development plan in one of the town districts in Batangas. Using the random sampling method to support statistical analysis of a set data, 422 secondary school teachers were involved in the study. Demographic analysis revealed that predominantly of respondents were female, who finished bachelor’s degree with less than 20 years length of service. Ethical guidance and role clarification were the strongest aspects in ethical leadership, while power sharing and fairness scored weaker. Learning environment and educational planning were most prominent for teacher professional development, while research based, and educational technology were less emphasized. Parent responsibilities and contact and influence ranked highest in parent engagement, whereas involvement at home and participation ranked least. Additionally, there exists a significant difference of responses on ethical leadership, teacher professional development and parent engagement when grouped according to profile. A highly significant relationship existed among ethical leadership, teacher professional development, and parent engagement. This implies that schools with ethical leadership are more likely to achieve higher teacher professional development and demonstrate active level of parent engagement. In the end, a school management development plan was proposed to continuously enhance schools’ ethical leadership, teacher professional development and parent engagement. Hence, this dissertation explored the characteristics of ethical leadership in an educational setting, analyzing its impact on teacher motivation and access to professional development opportunities and finally foster strong partnership with parents to address diverse family cultural needs in enhancing the overall quality of educational system.

Presenting a Model for the Evaluation of the Quality of e-learning at Payam Noor University

The current study aims to design a quality evaluation model of the electronic education system at Payam Noor University by applying a mixed methodology. The statistical population of the qualitative section includes twelve professors, researchers, and experts in the field of e-learning, who were selected by selective sampling. The conceptual model of the research was collected after conducting in-depth semi-structured interviews. The quantitative data based on a questionnaire designed by the researcher was collected from 274 professors and students with experience teaching or studying in the electronic education system of Payam Noor University. The data was analyzed using the structural equation modeling method in PLS3 software. The research results show that quality is a concept consisting of four categories behavioral, scientific, cognitive ability, and virtual learning experience. The study’ findings also reveal that cultural, pedagogical, learner, communication, infrastructural, and institutional factors affect the quality of Payam Noor University's electronic education system. Also, the results show that these characteristics will help universities achieve the four outcomes of competitiveness, job opportunities, economy, and reputation by establishing a quality education system. The ideal model for evaluating the quality of e-learning at Payam Noor University is a process approach in which the three dimensions of factors, quality indicators, and outputs are examined and measured. In other words, electronic education is successful when it can create a valuable experience of virtual education while empowering the learners scientifically, behaviorally, and cognitively to let all the stakeholders of higher education benefit from a valuable electronic education.

Strategy and Management of Aesthetic Education in Vocational Ability Cultivation—Explore the Practice and Achievements of "Family Culture" of Chinese Business Characteristic Education

Under the background of the rapid development of today's society, vocational ability cultivation has become an important issue that cannot be ignored in education. Aesthetic education, as a key link in the national comprehensive quality education system, is becoming increasingly important. It is not only related to the improvement of individual aesthetic quality, but also the key factor to promote the comprehensive development of students and enhance their professional competitiveness. Through the in-depth study of the practice of "family culture" of Chinese business characteristic education in the cultivation of professional ability, this paper not only verifies the significant role of aesthetic education on the improvement of students' comprehensive quality, but also reveals its unique strategy and management path. According to the data, students who participated in the practice of "family culture" of Chinese businessmen showed higher teamwork willingness and leadership potential in the career orientation test. Their average teamwork ability score was 15% higher than that of the control group, and their leadership self-evaluation score also increased by about 10 percentage points. In terms of management strategy, Through the construction of a multi-level aesthetic education curriculum system, Huashang College organically integrates art appreciation, creative thinking, professional ethics and other contents into daily teaching, forming an interdisciplinary and comprehensive training mode. Using Internet technology to build an online aesthetic education platform, provide rich artistic resources and learning communication space, and further broaden the learning boundary of students. This mixed online and offline teaching mode not only improves students' interest and participation in learning, but also effectively promotes the internalization and application of knowledge. In short, integrating aesthetic education into the vocational education system can not only enhance students' aesthetic perception and creativity, but also show a positive impact on key professional abilities such as teamwork, leadership and social responsibility.

Komponen-komponen Administrasi Personalia Guru dan Tantangan di Era Digital: Solusi Menghadapi Perubahan Zaman

Teacher personnel administration is an important aspect in the effective management of educational staff in the school environment. This article aims to explore what teacher personnel administration is, the challenges in the current era and its solutions through a literature study approach. Personnel administration covers various aspects, such as recruitment, selection, development, performance assessment, promotion, and teacher welfare. Based on the literature review, the role of good teacher personnel administration is crucial to improving the quality of education. Proper management of teacher personnel can improve their motivation, performance, and welfare, thus having a positive impact on the teaching and learning process. This study also highlights the challenges in teacher personnel administration at various levels of education, especially related to government policies and school management. In conclusion, the implementation of effective teacher personnel administration plays an important role in creating a quality and sustainable education system.

Rural Education Development and Reform: Implementation of Quality Education and Innovation in the Education System

In rural areas, the implementation of quality education in primary schools and the innovation of the educational system in poverty-stricken regions have always been significant issues in educational reform. This paper aims to explore how comprehensive quality education and educational system innovation can improve the quality of rural education, promote the all-round development of students, and cultivate high-quality educational talents. By analyzing the current state of primary school quality education in rural areas and the education system in poverty-stricken regions, this paper proposes corresponding implementation strategies and policy suggestions, aiming to provide theoretical support and practical references for educational equity and quality improvement.

Exploring the Perceptions of Secondary School Teachers on Teaching Licenses in Sindh: A Qualitative Study

The teaching license plays an imperative role in the professional development of teachers. Teaching licenses are vital in upholding the quality of education by ensuring that teachers meet established standards of competence and professionalism. It aims to assess teachers' knowledge, skills, and abilities required for effective teaching. Several researchers have concluded that teaching with a license is the only way to enhance teaching quality. those developed nationscated that developed nations, having quality education and robust educational systems, have strict criteria for teaching licenses before entering the teaching profession. The objective of this study was to explore the perception of secondary school teachers at public schools in Karachi on the first time the teaching license policy in Sindh was introduced. This research used a qualitative approach, and the data was collected from teachers through semi-structured interviews. The research design was phenomenology. The study used purposive sampling, and the sample size was based on 15 secondary school teachers from three public schools in Karachi. The data gathered through the interviews was thematically analyzed. The themes represent positive perceptions of teachers on teaching licenses. This research showed that teachers perceived teaching licenses as a positive initiative to empower teachers and the teaching profession, which are expected to improve teachers' competencies, skills, and practices in the classroom that will ultimately contribute to quality education and achieving student learning outcomes.

An Exploration of the Internal Quality Assurance System of Postgraduate Education in the UK

Universities in the UK are primarily responsible for the quality of postgraduate education. Through in-depth research on the educational quality assurance organization system, educational quality assurance process and educational quality assessment and feedback system of graduate students in British universities, it is found that universities in the UK provide all-round guarantee for the training of graduate students, forming a top-down quality assurance organization, diversified guarantee methods and student-oriented guarantee concept.

Improving the Efficiency and Quality of Education as the Basis for Successful Digitalization of the Economy

The determining influence of the effectiveness and quality of education systems on all spheres of human activity has been studied: economic, social, socio-political, everyday and spiritual. The most important conditions are considered and the main ways are analyzed to significantly increase the efficiency of modern vocational education while simultaneously improving its quality. The necessity of using adaptive educational technologies is substantiated, the features of algorithmization of the adaptive learning process are shown in order to improve its quality, and ways of creating an effective model of the professional field for adaptive educational systems are analyzed. The comparative analysis method was used to select these paths. The possibilities of creating modern adaptive vocational training systems based on the use of the concept of the International Labor Organization “Labor Competency Modules” are illustrated. Examples of results obtained during many years of professional activity are given.

Construction and Application of Psychological Entropy Dissipation Model in Teenagers Resilience

This paper utilizes the psychological entropy dissipative structure theory to study adolescent psychological development from a new perspective, to dissect the dissipative structure of the psychological quality education system, and to study the prevention and treatment mechanism of psychological crisis. Based on the research data of secondary school students in China's second-tier urban areas, this study adopts the psychological entropy and dissipative structure model to compare the differences in the effects of the two quality education modes with and without team practice activities on the cultivation of adolescents' psychological resilience qualities by using the team social practice program as an example, and to form the entropy-reducing program for exploring the improvement of adolescents' psychological resilience in the quality education and cultivation reform program. The results show that the overall level of psychological resilience of the subjects is relatively satisfactory, the traditional education model of students in the training with the knowledge of the problem of the brush, a moderate amount of brush the amount of the problem of the problem can enable students to train a relatively good positive state of mind, the team practice activities of the students through the interpersonal connection, through the interaction of members of the team to obtain mutual support, more flexible response to emergencies and introspection and enhancement. It is suggested that in the process of comprehensive quality education for adolescents, the psychological stress management of adolescents can be realized by increasing the number of students from different schools to form irregular teams to carry out multiple team social practices. This study provides new theoretical perspectives and analytical methods for secondary school students' psychological quality education, and is of positive significance for the promotion of youth's healthy growth and the effective prevention of psychological crisis.

A comprehensive "real need" assessment, a step towardimproving the quality of faculty development programs: A survey-based study in Hormozgan University of Medical Sciences.

Developing a framework to identify the "real" needs of faculty members, the gap between the current and desired conditions, would lead to an effective faculty developmentprogram (FDP) and improve higher education quality and health system promotion. For the first time in Iran, instead of needs assessment based on faculty members preferences or assessing needs only in a few areas, this study aimed to assess the difference between "self-rated level of skill" as the current condition and "perceived importance" as the expected condition, regarding all faculty roles and levels at Hormozgan University of Medical Sciences (HUMS). This study used a research-made questionnaire that included 73 items within nine domains. The content validity of the questionnaire was confirmed, and Cronbach's alpha coefficient ranged from 0.86 to 0.96 for domains. The census method was applied. Participants rated their current skill level and perceived importance for professional development of each item on a 10-anchor scale. Statistical software, SPSS 19, analyzed the data using descriptive statistics and analytic tests. Significant differences existed among participants' ratings of skills and the importance of further training in various areas. Priority professional development domains were e-learning, curriculum development, personal development, program evaluation, leadership and management, student assessment, learning theories and teaching strategies, research and scholarship, and ethics and communication. Additional formal training is required, especially in e-learning and curriculum development, for most faculty members at HUMS to enhance their academic performance. This study is the first needs assessment in Iran based on gaps between current and desired conditions. Conducting a "real needs" assessment before initiating an FDP is necessary for its feasibility.

Analysis of the Practical Problems and Suggestions for Promoting the Implementation of the Double Reduction Policy

In the continuous development and changes of society, education has become increasingly important. Education is not only a way to transmit knowledge, but also a way to cultivate students' abilities. Compulsory education is the top priority of national education, and the "Two-way choice and burden reduction" policy is one of the most important policies in the educational domain in China. Once this policy is released, education departments in various regions will carry out education burden reduction work based on local actual conditions. However, there are still many problems in the implementation and promotion process. At the same time, its emergence has promoted the entire education industry to be more standardized and in line with national macroeconomic regulation, which is more conducive to create a higher quality and good educational structure system, firmly treating schools as the main venue for educating students, people need to transform and change off campus training organizations even more. The research in this article analyzes the problems and difficulties faced by the "Two-way choice and burden reduction" policy in promoting the development of schools, families, and training institutions through literature review, and proposes its own solutions to these problems and difficulties.

Education as a necessity of life: An exploration on Ugandan Education System Quality with reference to John Dewey's Philosophical Correlates

AbstractEvery country desires and aspires for an education system that caters for learners’ physiological needs, belonging, love, self‐esteem, security and self‐actualisation at the top, which are rarely provided by a few countries. With a review focus on the Ugandan education system, several challenges related to the education borrowing suggestions as proposed by John Dewey have been attributed to creating an environment that has seen most graduates ending up unemployed, and with leadership challenges, inadequate funding, poor teacher perception, low research and innovations in higher institutions of learning, less involvement of the informal sector in development, low literacy levels, political interference among others. Thus this exploratory analytical‐qualitative review focuses on John Dewey's teachings in his book Education and Democracy—specifically chapter 1, ‘Education as Necessity for Life’—with attention on how education as an engine that empowers life, ensures independence through self‐reliance, sustenance, freedom, and is syndrome‐free to enhance appreciation of the contemporary trends in education—critical aspects that are extremely lacking within the current Ugandan education system and can impact on the future of education to the future of education as recommended in National Development Plan III (NDP III). Thus the review recommends that while reflecting on the state of the Ugandan education system, there is a need to revitalise the research and innovations in higher institutions, especially catering for an integral‐education system with a focus on science, technology, engineering and mathematics (STEM) from primary school to university, involvement of the informal sector through skills education as proposed by the Ugandan Vision 2040 and NDP III, as well as addressing low literacy levels and providing adequate teaching and learning through quality and balanced funding from all relevant government agencies and development partners.

Teachers’ experiences of continuous professional development for citizenship and social cohesion in South Africa and Zimbabwe: enhancing capacity for deliberative democracies

While questions continue to be asked about teachers’ content and pedagogical content knowledge to ensure quality education systems, less consideration has been placed on teachers’ ability to teach for citizenship and social cohesion that contributes equally to quality education systems. This paper illuminates the understandings of citizenship and social cohesion held by South African and Zimbabwean teachers, their experiences of Continuous Professional Development (CPD) that promote the values of citizenship and social cohesion, and how they practice these learnings in their school contexts. The South African study presents the views of eleven high school teachers where data was procured through semi structured interviews. The Zimbabwean study presents the views of seventeen high school teachers, where data was procured through an open- ended questionnaire. The two studies suggest that teachers in South Africa and Zimbabwe share similar perspectives on citizenship and social cohesion, emphasizing nation-building and respect as key drivers. Teachers also report aligning their teaching practices with citizenship and social cohesion values with a limited focus on political participation, possibly due to fear of negative repercussions. Further, CPD for citizenship and social cohesion is fragmented, inconsistent and mostly absent. This study is an important contribution to debates about improving quality education and ensuring deliberative democracies in post-conflict and post-colonial states in the Global South. Teachers play a critical role in socializing schoolchildren for citizenship. As such, they need to be equipped with the skills that allow them to do so. Further to this, teachers also need the freedom and autonomy to discuss politics in the classroom without fear of negative repercussions, including alienation and fear of losing their jobs.

A multilevel investigation of factors related to achievement in Ireland and Spain using PISA data

The Program for International Assessment (PISA) is a methodology for making comparative judgments about the quality of education systems. Celebrated by proponents as a transparent process that allows policy makers produce data informed judgments about relative quality of their national education system PISA – and through it the OECD – has become a key vehicle for informing and explaining educational policy development. This paper explores the Irish and Spanish outcomes of the 2018 round of PISA. It examines the contextual factors that are associated with performance at student and school level while at the same time developing a multi-level statistical model to explain divergent school performance profiles It finds that issues associated with the socio-economic level of the students, the repetition rate, and student age are common across all domains in both countries. It suggests that the socio-economic status of Spanish students at school level is not significant, that the shortage of teachers in Ireland affects student performance, and that immigrant status does not disadvantage Spanish student performance. It concludes by suggesting that studies involving a wider application of the model be undertaken to assess possible social, economic, and cultural causes that may explain the differences in variable significance in each country.

Maharah Al-Qawaid Al-Arabiyyah Model Based On Sequence Of Student Mastery Of Arabic Grammar

Maharah al-qawaid al-Arabiyyah is very important for students to achieve in order to have a good impact on language skills. Therefore, the main goal of the study is to produce a Maharah al-Qawaid al-Arabiyyah model based on the sequence of student mastery in the teaching of Arabic grammar. This study uses a qualitative research design by focusing on the case study method of various places. In order to achieve the objective of the study, a sentence construction test for students at SMKA, SABK and SMAN was conducted to identify the order of student mastery in learning Arabic grammar by using purposive sampling. Next, an empirical study was conducted on selected religious high school teachers to obtain teachers' views on the Arabic grammar sequence that is easy and difficult for students to master in learning Arabic grammar. It was then followed by the development of the Maharah al-Qawaid al-Arabiyyah model based on the sequence of student mastery in the teaching of Arabic grammar. The results of the study found that there is a sequence of easy and difficult mastery in learning Arabic grammar. The difficulty of students in mastering Arabic grammar is due to several factors, namely students’ confusion in the use of Arabic grammar method, difficulty in the Arabic grammar method, students' weakness in understanding Arabic grammar which is due to lack of practice in conversation as well as the fact that the Arabic language TnL and syllabus used lacks emphasis on several aspects of Arabic grammar. This model will be a reference for stakeholders such as the Ministry of Education Malaysia as well as educators to improve the TnL of Arabic grammar in line with the vision and mission of the MOE to produce a quality education system to develop the potential of skilled individuals in the Arabic language.

Using the Composite EEPSE Green Economy Index to Assess the Progress of Emerging Economies in Achieving the Sustainable Development Goals

As a concept, the green economy refers to the transition from coal to renewable energy sources to reduce pollution, the energy efficiency of production processes to achieve savings, the reuse of materials from waste in business and energy production, changes designed to stop harmful climate change and bring new opportunities for economic development. In this way, conflicts between economic development and environmental issues are resolved, with the aim of achieving sustainability of the economy and society. The aim of the study is to provide a comparative analysis of the level of development of the green economy in selected 20 emerging economies and their progress towards achieving the Sustainable Development Goals (SDGs) from the 2030 Agenda using the EEPSE Green Economy Index (EEPSE GEI), based on Quintuple Helix Innovation Model (QHIM), and examine the interdependence between each of the 5 subsystems (quality of education system, economic aspects, political system, civil society, and natural environment) with this index. The results indicate that among the group of countries observed, Estonia is the best performer, while Egypt has the lowest performance. The results, also, indicate the important role of each of the subsystems in EEPSE GEI. The study can be useful for policy makers to identify weaknesses in achieving the SDGs.

Developing The E-Learning System Success Model: A Developing Country Perspective

This study aimed to develop a comprehensive e-learning system success model from a developing country perspective. The integrated lens of DeLone & McLean-Information System Success Model, the Model for Measuring E-learning System Success, and the Social Cognitive Theory was used to develop a research model. Twelve hypotheses were developed and tested with 188 participants. The study employed the Structural Equation Modeling technique to analyze data. Out of 12 hypotheses, two were rejected. At the same time, ten were supported, implying that variables such as contentment and information quality, user self-efficacy, user satisfaction, intention to use/use, net benefits, and loyalty to the system were appropriate for measuring the e-learning system success in developing countries. Based on these results, we recommend that the technical system quality and educational system quality of e-learning systems should be improved.

Interrelation between educational reforms and external assessment of student achievements in the context of the Swedish educational system

In the field of educational policies and the illustration of dynamic reform processes, external assessment plays a significant role in the inception and implementation of educational reforms. The theoretical exposition of the primary drivers of educational changes highlights alternations in the implementation process of national reforms, distinctive to each educational system, while offering insight into the alignment between national and global reforms aiming for educational standardization and market orientation. These processes find support in the realm of external assessment, which is overseen by international organizations and educational agencies. The OECD's PISA survey, which has evolved into a recognizable benchmark for evaluating the quality of education systems, holds particular prominence in the realm of educational reform implementation. The data on achievements, system comparisons, and improvement recommendations proposals tied to PISA research can be used to transform national educational systems. To explore the correlation between educational reform and external assessment, the Swedish educational system was selected as an illustrative example of a system whose policies have long involved the evaluation and implementation of changes based on external assessment outcomes. This paper is based on the analysis of primary and secondary literature concerning Sweden's PISA survey results. A systematic search was conducted in the OECD database with the objective of gaining insight into primary data regarding student achievement. Insights into previous scholarly analyses of Sweden´s PISA results were acquired by searching scientific publication databasea. The primary focus lies on presenting the reform actions initiated in response to the decline observed in the PISA 2012 survey. Additionally, the paper aims to illustrate the influence of these reforms and changes in educational policy stemming from the instrumental utilization of external assessment data.

IMPLEMENTATION OF THE SYSTEM OF MONITORING AND ASSESSMENT OF THE QUALITY OF EDUCATION IN THE TERRITORIAL COMMUNITIES

The article examines the process of decentralization as a basis for the implementation of reforms in education, which are due to the entry of Ukraine into the European educational space. It was revealed that over the years of implementation of the administrative reform in the communities, the experience of effective management of education has been gained; a new methodical service system was created; there was an understanding of the need to discuss the issue of the quality of education with parents, teachers, and the public. After all, the issues of the quality of education remain relevant even in such a difficult period that Ukraine is currently experiencing. It was found that the education quality system is impossible without a modern, comprehensive system of assessment of both the quality of education as a whole and all its components separately. The vision of the future of education and science of Ukraine, as one of the strategic goals, defines the obligation for children to acquire quality education in accordance with the principles and approaches of the National Academy of Sciences. It was determined that the problems of assessing the quality of school education are discussed by practitioners of school management, who state that there are two directions of assessing the quality of school education. One is related to the development of quantitative analysis based on statistical observation data, external evaluation of educational achievements, the second - to the shift of priorities in evaluating the quality of school education from the process to the result. Also, in school education, there is a lack of development of an effective mechanism for measuring and evaluating the quality of elements of the educational process. The factors that, according to experts, principals, teachers and parents, have the greatest influence on the quality of education have been identified: cooperation between participants in the educational process; safe environment for children; sufficient qualification of teaching staff. It is justified that it is possible to assess the quality of education using monitoring procedures, the purpose of which is to forecast and plan the development of education; determination of the effectiveness of the use of community funds and resources; comparison of educational institutions of the same community. It was concluded that monitoring should be based on the principles of systematicity, expediency, transparency of monitoring procedures, responsible attitude to their activities of the subjects participating in the preparation and monitoring. Evaluation of monitoring results will reveal the effectiveness of the educational process, weaknesses and problems.

SATISFACTION TOWARD LEARNING MANAGEMENT SYSTEM: EXTENDED SCALE OF EDUCATIONAL SYSTEM QUALITY

Introduction: Consideration against educational system quality in the context of the learning management system has increased during the pandemic period. An inconsistent finding concerning the influence of educational system quality on satisfaction has been identified. To fill this gap in the existing literature, this study aims to extend the educational system quality scale and examine its influence on students’ satisfaction. Methods: Based on an intensive literature review step, device flexibility was proposed as an extended indicator. To validate and examine the proposed hypothesis, this study employed the quantitative method of PLS-SEM. Data were collected from 90 students who actively used learning management systems. Results: Our findings showed that device flexibility is valid and reliable as an educational system quality indicator. Besides, our proposed hypothesis is also confirmed. Through the structural model assessment, the influence of educational system quality on students’ satisfaction is found to be significant. Conclusion and suggestion: Device flexibility has been proven as an educational system quality indicator. In order to maintain students’ satisfaction, system developers are suggested to keep improving learning management system applications, primarily on smartphone devices.