School Competence Research Articles

INFLUENCE OF UTILIZATION OF INFORMATION AND COMMUNICATION TECHNOLOGY TOOLS IN TEACHING PHYSICS ON STUDENT COMPETENCES IN PUBLIC DAY LOWER SECONDARY SCHOOL IN RWANDA A CASE OF KICUKIRO DISTRICT

The adoptions of ICT tools in education have gained significant attention globally due to their potential to enhance teaching and learning experiences. This study aims to examine the influence of ICT tools in teaching Physics on student competence in public day schools in Kicukiro District, Rwanda. The study has three specific objectives which are to assess the influence of multimedia on students competences in Physics in lower secondary schools of Kicukiro district, to evaluate the influence of computer based simulation on students competences in Physics in public lower secondary schools in Kicukiro district and to determine the influence of virtual experiment on students competence in Physics on lower public secondary school of Kicukiro district. The finding of this study was offered insight to teachers, school administrators, education policies makers and ICT industry for working better in globalized digital age. The study was also provided valuable insights for policymakers and educators to enhance the teaching and learning of Physics in public schools through the effective use of ICT tools. The selection of participants for this study were employed various methods including both simple random and purposive sampling techniques. The study gathered data through questionnaire with Likert scale statements and interview guide. Specifically, thequestionnaire were made for students while interview guides were designed for head teacher and teachers of Physics. The studys population was 11994 people consist of 26 head teachers, 38 teachers of Physics and 11930 Students from all of the Kicukiro Districts lower public secondary school. The study utilized descriptive survey design to analyses data and examines relationship between ICT tool and student competence. A sample size of 387were chosen by using Yamane formula. The selection of participants for this study were employed various methods including both simple random for 387 students and purposive sampling techniques for 24 head teachers and 34 teachers of Physics. The analysis procedure involved the use of descriptive statistics. Each item from questionnaire and interview were systematically categorized.Theresultsshowedthatthereisastatisticallysignificantrelationship(r=.865, p < .01) between use of multimedia and conceptual understanding and retention of knowledge in public lower secondary schoolsofKicukiro District. Furthermore, according to the findings, there is a strong positivecorrelation (r = .802, p < .01) between simulation and engagement in learning experiences. Finally, the results indicate that there is a moderate to strong positive correlation(r = .735, p < .01) use of virtual experiment and improved score in examination. The findings revealed that simulation and multimedia were prevalent with high participation rate among students. Researcher recommend several key included student to utilize simulation and multimedia as new tools especially STEM will enhance engagement and a standardized evaluation framework based on the discoveries that every student felt that ICT tools improved their competence in Physics. This framework would enable a systematic assessment of the impact of utilize ICT tools in teaching. Based on findings that students highly valued their using ICT tools and perceived them as beneficial, organizing a national curriculum can further incentivize schools to invest in high-quality program.

Music Education in Fostering Student Competencies and Cultural Identity in Vietnamese Primary Schools: A Systematic Review and Future Implications

This systematic review investigates the role of music education in fostering student competencies and preserving cultural identity in Vietnamese primary schools. Through a comprehensive analysis of recent literature and empirical studies, this study explore what's happening with music education in Vietnam right now how it helps students grow, and why it matters for keeping cultural traditions going. The study shines a light on the tricky parts of teaching traditional Vietnamese music, like oral traditions, scales that aren't Western, and the many five-note systems. It looks into how learning music helps kids develop important skills like language cultural understanding, thinking, and dealing with emotions. It also talks about how music education plays a key role in keeping Vietnamese culture strong by teaching kids about traditional instruments, folk songs, and unique ways of making music. Even though it's important, music education in Vietnam faces some hurdles. These include not having enough resources trying to balance old and new ways, and issues with teacher training. The author presents some fresh ideas to tackle these problems and suggest ways to make things better in the future. These suggestions cover improving what's taught helping teachers get better at their jobs getting the community involved, doing more research, and working with other countries. This in-depth look gives useful insights for teachers people who make decisions, and researchers who want to boost music education and keep culture alive in Vietnam and other places.

Difficulties of Teachers in the Contextualization of the Most Essential Learning Competencies

This descriptive study examined the teachers’ difficulties in contextualizing the most essential learning competencies (MELC) in a public elementary school under a medium-sized Division in an urbanized City in Central Philippines during the School Year 2022-2023. It used a validated and reliable self-made questionnaire to collect data from 86 teachers. The results showed that most teachers are younger, married, have taught longer, and hold bachelor’s degrees. Furthermore, data showed moderate teachers’ difficulties in contextualizing MELC according to curriculum and instruction, instructional materials, and assessment. When further grouped by four demographic groupings, teachers experienced moderate difficulties in contextualizing MELC based on the same three constructs above on curriculum and instruction, instructional materials, and assessment. Finally, no significant difference exists in teachers’ difficulties in contextualizing MELC based on the same four demographic groupings and three constructs. The findings suggest the need to equip teachers with the necessary tools and support to create a more engaging, relevant, and effective learning environment that enhances students’ understanding and appreciation of the subject. Keywords: Curriculum and instruction, instructional materials, assessment, Bacolod City, Negros Occidental, Philippines.

Developing modelling competencies in pre-service mathematics teachers through reflective thinking skills

Background: Ghana’s commitment to quality education has been reflected in its goal of providing equal access to high-quality education, leading to the reforms of the New Common Core Mathematics Curriculum for Basic Schools. The study explored the integration of mathematical modelling using reflective thinking skills, which are not currently core competencies in Ghanaian basic school curriculum.Aim: The study examined the modelling proficiency of pre-service mathematics teachers by assessing their reflective thinking abilities in a modelling laboratory context.Setting: The study focussed on pre-service mathematics teachers from two education colleges in Ghana.Methods: Using purposive sampling to select participants, a quasi-experimental design with pre- and post-test interventions was employed. Data were analysed through content and inferential analysis, supplemented by interviews.Findings: The findings indicated that the comparison group lacked prior knowledge of modelling problems and struggled with comprehension tasks. In contrast, the experimental group successfully translated real-world problems into mathematical models.Conclusion: Providing pre-service mathematics teachers access to a modelling laboratory and modelling-eliciting activities was essential for developing future modellers. This approach would enhance their effectiveness in teaching foundational mathematics in Ghanaian education.Contribution: This study advocated for re-orienting the mathematics curriculum at both Basic schools and Colleges of Education in Ghana to include mathematical modelling and reflective thinking skills as core components.

The Open Data Newsroom: A Game Approach for Developing Open Data Competencies in Elementary School

Open Data refers to digital data that is made available to anyone with the legal and technical conditions to be freely used, reused, and redistributed. Although it has emerged as a new common with the potential to increase citizen participation and transparency, current literature suggests the lack of skills for managing data and participating in Open Data processes, as one of the main barriers to achieve these benefits. Integrating Open Data in school education has been recognized as key to fostering a larger community able to participate in Open Data ecosystems. This study showcases the design of a role-playing game grounded in authentic learning principles for the development of Open Data competencies in elementary school. The Open Data Newsroom is a game approach that immerses students in solving a mystery with data. In the game, students play Open Data Journalists engaging in a three-phase authentic process to get, understand and deliver data. The learning goal in the game is that students build open data competencies: data literacy and real-world problem solving. A design-based research methodological approach is applied to develop theory based and practically grounded educational designs. Two interventions in Danish schools have been conducted, each one with the participation of seventeen students in 7th to 9th grade and three teachers. Interventions are aimed at iteratively designing and testing the game. The discussion section elaborates on opportunities for redesigning and systematically developing the game as a learning design for Open Data competencies.

Sustainable environmental education using virtual reality: A module for improving environmental citizenship competences in secondary schools

Sustainable environmental education (SEE) can develop global citizens. However, environmental education in schools does not develop environmental citizenship (EC). Virtual reality (VR) could provide authentic immersive experiences to evoke emotions for positive action for EC. A SEE module, designed to include VR experiences, was evaluated at a secondary school to determine if it could improve students’ EC. A quasi-experimental single-group pre-test post-test design was conducted with 30 students, followed by focus group interviews with the students. The findings indicated the module was effective in improving EC scores. Analysis of interview transcripts indicated students were engaged and motivated to learn with VR and improved in EC competences. However, the future actions for EC were limited to individual actions and not community-based actions. Although there was some potential in the SEE module, some improvements are needed. Future studies could investigate strategies for making students agents of change in the community.

EFFECT OF SCHOOL LEADERSHIP PRACTICES ON STUDENT ACADEMIC ACHIEVEMENT IN ENGLISH IN PUBLIC DAY SECONDARY SCHOOLS IN RWANDA

This study investigates the impact of instructional leadership techniques on students\' English language competency in Rwandan public secondary schools. The research involved 5660 students, 10 head teachers, 156 English instructors, and 5 local authorities\' educational officials. The study used both quantitative and qualitative methodologies to gather data. The findings showed that school resource management and teachers\' behavior and attendance demonstrate leadership skills. Additionally, improved student behavior and greater cooperation reflect student performance. Exam outcomes, good teaching and learning, teacher conduct, school resource management, and collaborations with the community and parents were found to be significantly correlated with student performance. However, the association was negligible. The study recommends that transformational leaders in Rwanda improve student performance by fostering a positive school climate, promoting professional development, and enhancing English proficiency.

유아기의 자아존중감과 사회적 유능감이 학습준비도를 매개로 초등학교 시기 학업능력에 미치는 영향

Objective: To analyze the relationship between self-esteem, social competence, and academic ability in early childhood and to verify the mediating effect of learning readiness on the effect of self-esteem and social competence in early childhood on academic ability in elementary school. Methods: The structural equation model was applied and analyzed based on the data of 830 students in the 7th (2014) and 8th years (2015) of the 1st grade of elementary school. The data came from the Child Care Policy Research Institute. First, skewness and kurtosis were identified through descriptive statistical analysis. Second, through correlational analysis, the correlation coefficients between children’s self-esteem, social competence, school readiness, and academic ability in elementary school were calculated. Third, after checking the reliability of each scale, Cronbach’s alpha coefficients were calculated. Fourth, confirmatory factor analysis was performed to verify the validity of each factor and the suitability of the research model, and bootstrapping was used to verify the mediation effect. Results: First, self-esteem, social competence, school readiness, and academic ability were found to have a positive correlation among the variables. Self-esteem had a positive effect on social competence, learning readiness, and academic ability; social competence had a positive correlation with school readiness; and academic ability and school readiness had positive correlation with academic ability. Second, the results of the structural model analysis showed that self-esteem and social competence not only directly affected academic ability but also had a major mediating effect in the path from self-esteem and social competence to academic ability through school readiness. Conclusions: This study has implications for elementary school preparation through cooperation and the path of elementary schools through cooperation and families.

Effect of Teachers Continuous Professional Development (CPD) on Students’ English Language Competency in Day Secondary Schools in Rwanda: A Case of Gicumbi District

Effect of Teachers Continuous Professional Development (CPD) on Students’ English Language Competency in Day Secondary Schools in Rwanda: A Case of Gicumbi District

Development and validation of a multiple-choice test for sustainability competence in primary school using the GreenComp framework

There is no standardized definition or measurement tool for sustainability competence, which hinders comparative research. This study addresses this gap by developing a new test based on the European reference framework GreenComp. The proposed instrument, consisting of eleven multiple-choice items, was validated through expert review and exploratory and confirmatory factor analysis, showing strong construct validity and high internal consistency reliability. Applied to students aged 8 to 12, it revealed a prevalence of basic and anthropocentric perspectives on sustainability. This promising tool can assess sustainability competence in primary education and has the potential for use across European countries.

Principals in School Development Planning: Discovering Principal Training and Their Competencies in Primary School

School development planning is an important tool for school improvement. As a unique research perspective, this study will focus on identifying and analyzing how the principal training courses related to school development planning provided by relevant education departments in China for primary school principals in a Province in Southeast China are carried out. The context of this study focuses on public primary schools in in a Province in Southeast China. In relevant training, whether primary school principals still face prominent challenges in school development planning when they practice in real contexts will also be explored and studied. This study supplements the views on principal training related to school development planning and related challenges meeting in school development planning from the perspective of primary school principals. In addition, the samples of this study will involve 17 primary school principals from rural and urban areas in a Province in Southeast China. The data collection is mainly carried out through semi-structured interviews, and documentation. This study will conduct an in-depth analysis and understanding of the principal training courses related to school development provided by relevant departments to primary school principals in a Province in Southeast China and the challenges faced by principals in school development planning competencies. This analysis may help relevant departments understand the rationality and effectiveness of the relevant training design provided to primary school principals in a province in southeast China, and also provide perspectives and directions for relevant departments to improve the effectiveness of principal training in the future.

An investigation of teacher modeling’s effect on pedagogical competence in public secondary school in Kenya

An investigation of teacher modeling’s effect on pedagogical competence in public secondary school in Kenya

Implementation of clinical supervision with a collaborative approach to enhance teachers’ pedagogical competence in junior high schools

Clinical supervision is a systematic approach to mentoring professional teachers. This research aims to improve teachers' pedagogical competence at Bintang Laut Telukdalam Private Middle School through the implementation of clinical supervision with a collaborative approach by the school principal. This type of research is school action research. This research used the Kemmis and Tagart model, which is carried out in 4 stages: planning, implementation or action, observation, and reflection. Data collection techniques used by the researcher are interviews, observation, documentation, and questionnaires. The results of the research show that the implementation of clinical supervision with a collaborative approach by the principal can increase the pedagogical competence of teachers at Bintang Laut Telukdalam Private Middle School, which can be proven by increasing the average teacher pedagogical competency score, namely: before providing clinical supervision the average competency score teacher pedagogy was 63, after providing clinical supervision it increased to 78 in cycle I and 81 in cycle II which was above the specified success criteria, namely 75. From these results, it can be concluded that implementing clinical supervision with a collaborative approach can increase teachers' pedagogy competency at Bintang Laut Telukdalam Private Middle School. AbstrakSupervisi klinis adalah suatu pendekatan yang sistematis dalam pembinaan profesional guru. Penelitian ini bertujuan untuk meningkatkan kompetensi pedagogik guru SMP Swasta Bintang Laut Telukdalam melalui penerapan supervisi klinis dengan pendekatan kolaboratif oleh kepala sekolah. Jenis penelitian ini merupakan penelitian tindakan sekolah. Penelitian ini menggunakan model Kemmis dan Tagart yang merupakan sebuah model penelitian yang dilakukan dengan 4 tahap yaitu perencanaan, pelaksanaan atau tindakan, observasi dan refleksi. Hasil penelitian menunjukkan bahwa pelaksanaan supervisi klinis dengan pendekatan kolaboratif oleh kepala sekolah dapat meningkatkan kompetensi pedagogik guru SMP Swasta Bintang Laut Telukdalam yang dapat dibuktikan dengan peningkatan rata-rata nilai kompetensi pedagogik guru yaitu: sebelum pemeberian tindakan supervisi klinis dengan pendekatan kolaboratif rata-rata nilai kompetensi pedagogik guru 63, setelah pemberian tindakan supervisi klinis dengan pendekatan kolaboratif meningkat menjadi 78 pada siklus I dan 81 pada siklus II yang berada di atas kriteria keberhasilan yang ditentukan yaitu 75. Dari hasil tersebut maka dapat disimpulkan bahwa pelaksanaan supervisi klinis dengan pendekatan kolaboratif dapat meningkatkan kompetensi pedagogik guru SMP Swasta Bintang Laut Telukdalam.Kata Kunci: kompetensi pedagogik guru; pendekatan kolaboratif; supervisi klinis

Leadership and School Culture: Their Influence on Increasing Competence, Relevance, and Quality Aspects in Senior High Schools

Penelitian ini bertujuan untuk menganalisis pengaruh kepemimpinan kepala sekolah dan budaya sekolah terhadap peningkatan mutu sekolah menengah atas di Sulawesi Selatan. Konsep mutu pendidikan dipahami sebagai pencapaian kualitas yang memenuhi atau melebihi harapan penerima, termasuk aspek kompetensi, relevansi, fleksibilitas, efisiensi, berdaya hasil, dan kredibilitas. Penelitian ini menggunakan metode kuantitatif dengan teknik Proportionate Random Sampling untuk memilih 226 kepala sekolah sebagai responden. Hasil analisis deskriptif menunjukkan variasi karakteristik responden dalam hal jenis kelamin, usia, pendidikan terakhir, lama mengajar, dan status jabatan. Uji regresi linear berganda dilakukan untuk menguji pengaruh variabel independen (kepemimpinan kepala sekolah dan budaya sekolah) terhadap variabel dependen (peningkatan mutu sekolah). Hasil uji F menunjukkan bahwa kedua variabel independen secara bersama-sama berpengaruh signifikan terhadap peningkatan mutu sekolah (F = 104,064, p < 0,05). Penelitian ini menyimpulkan bahwa kepemimpinan kepala sekolah dan budaya sekolah memiliki dampak yang positif terhadap peningkatan mutu sekolah. Oleh karena itu, penting bagi lembaga pendidikan dan praktisi pendidikan untuk memperhatikan aspek-aspek kepemimpinan dan budaya sekolah dalam upaya meningkatkan mutu pendidikan di sekolah menengah atas. Hasil penelitian ini dapat menjadi dasar untuk pengembangan strategi dan kebijakan pendidikan yang lebih efektif dan berkualitas di masa depan.

The Impact of Technology Induced Professional Development Model on Coaching and Mentoring of Teachers

The paper assessed the impact of technology-enhanced coaching and mentoring on the Continuous Professional Development (CPD) of teachers. It examined leveraging technology to build mentors’ capacity, support mentees, and improve learning outcomes even with limited resources. The study explored the feasibility and effectiveness of a technology-enhanced training model in promoting CPD for mentors and enhancing teacher competencies in low-performing schools. A cross-sectional survey design was used, with questionnaires collecting data from 500 school improvement support officers (SISOs) in Ghana, selected through quota sampling. The data was analyzed using descriptive statistics. The results indicated that technology stimulates teachers’ curiosity, intrinsic motivation, learning quality, and creative thinking. The study also found that technology-induced CPD is cheaper in the long term compared to traditional face-to-face models. However, many teachers face issues with internet connectivity and high data consumption, hindering access to online content despite having smart devices. The study recommends deliberate capacity building for teachers to improve their skills in accessing technology-enhanced CPD. It also suggests collaboration between governments, educational institutions, telecommunication companies, and internet service providers to make internet connectivity accessible and affordable. Exploring zero-rated data for teachers to access relevant content is also recommended. Keywords: Technology, motor learning outcome, teacher professional development, model

Researching adequate digital competence for school leaders from a perspective of pedagogy

The paper is begun with an outlining of two pedagogical principles that carry specific weight into research aimed at understanding digital competence in schools in general. Networked learning is exemplified in terms of connecting teachers and learners through remote teaching in rural municipalities. The specific research focus of the PhD project is on the knowing that individuals in schools need to facilitate digitalization. After the pedagogical principles are described, their weight is then considered in regard to research on digital competence and school leadership. A particularly complex issue discussed in the paper is that digital competence is in substantial ways a politically driven concept, rather than primarily pedagogical. A reconceptualization of digital competence for school leaders is suggested for pedagogical research: focus on knowing when it happens on pedagogical terms, rather than on knowing about implementation in schools. Remote teaching in rural municipalities is argued to carry pedagogical objects of specific relevance for pedagogical research, where the focus need not be on implementing, or effects of implementation. Rather, the knowing that is argued to be required to make remote teaching happen in rural municipalities may have pedagogical knowing of digitalization in schools as a foundation. The paper is concluded, firstly, with a section reflecting on what the pedagogical objects suggests for research design. Secondly, with what the pedagogical principles suggests for methods and methodology, specifically regarding politically charged concepts such as digital competence. To the former, a case study research design is suggested to find difference and variance in the knowing of making remote teaching happen. To the latter, reflection about the process of bringing theory and frameworks into practice (methodology) is suggested as one key in relation to the principles. Another key point of reflection is on the assumptions that specific methods, theories and frameworks themselves carry. The relevance of the pedagogical principles in relation to networked learning, and research focusing on digitalization in schools in general, is primarily as a reflective communicative tool. By bringing to the front basic values on which knowledge ought to be built on, in a research discipline such as pedagogy, other values are made invalid. One effect implied through present paper is that, In a PhD research project such as the one presented, research discipline disciplines. Both concerning research subject, as well as bringing assumptions into practice in research design and methodology.

Development and validation of a secondary vocational school students’ digital learning competence scale

The rapid advancement of digital technology has not only affected the world of work but also students' learning. Digital learning competence (DLC) is one of the essential skills students need for effective learning in a digital environment. Despite the significant presence of secondary vocational school students in China, constituting one-third of the high school demographic, research on their digital learning needs remains sparse. Addressing this gap, this paper attempted to propose the elements and structural model of digital learning competence for secondary vocational school students (V-DLC). A corresponding questionnaire was compiled, and an analysis was carried out with 872 valid survey data of secondary vocational school students achieved by convenient sampling. A five-factor model for the V-DLC was established through exploratory and confirmatory factor analyses, cross-validity, and criterion validity tests. This paper suggests that evaluating students' digital learning competence in secondary vocational schools can be achieved by considering the dimensions of cognitive processing and reading, technology use, thinking skills, activity management, and will management, combined with students' learning experiences in school and other fields. Given the global focus on digital learning competence, this framework will pave the way for empirical research on digital learning and guide the enhancement of student learning ability in vocational settings, adapting to the digital era. Furthermore, transitioning to a digitalized vocational education system is essential for preparing students for a digitally-driven workforce, aligning with modern job market demands and global trends.

Principals as instructional leaders: an exploration of school context factors that affect principals’ competence at primary schools in Tarcha town, Ethiopia

ABSTRACT The purpose of this study was to investigate school context-related factors that affect principals’ instructional leadership competence in primary schools in Tarcha Town, Ethiopia. A qualitative case-study research design was used. The data were collected through semi-structured interviews and document analysis. Twelve senior principals were included in the study through purposive sampling. Interviews were used to collect in-depth data. The data was analyzed thematically. The findings of the study indicated that primary school principals face both internal and external challenges. Internally, they face limited knowledge and skills, a lack of courage and commitment, and administrative work overload. Their external challenges included negative attitudes from parents and teachers, a lack of instructional materials, and little support from local education authorities. Consequently, they can’t serve effectively as instructional leaders or resource people. Based on the findings, it is recommended that the Ministry of Education, South West Regional Education Bureau, Dawuro Zone Education Department, and Tarcha Town Administration Education Officers and Cluster Supervisors regularly monitor and support school leaders and prepare and provide pertinent teaching materials and training so that the principals can lead in the capacity that is appropriate for the position.

Teacher’s Perceptions of the English Teacher Competences of Senior High School in Pangkep

The objective of this study is to find out teachers' perceptions of English teachers' competence in senior high schools in Pangkep. This study uses a qualitative method. The population of this study is teachers in senior high schools in Pangkep, with the sample consisting of English teachers in SMAN 2 Pangkep, SMAN 9 Pangkep, and SMAN 10 Pangkep. The research instrument used is interviews. The results show that English teachers' perceptions of competence include four aspects: professional competence, personality competence, pedagogical competence, and social competence, all of which are important and interrelated to carry out tasks effectively and professionally.

Coach-Style Management Practices of School Heads in Relation to Human Competence of Classroom Managers in Public Elementary Schools

This study was conducted to determine the relationship between the coach-style management practices of school heads and human competence of classroom managers in public elementary schools of Tugbok District, Division of Davao City. The study used the non- experimental quantitative research design utilizing correlational method. The respondents of this study composed of 107 teachers using a universal sampling. The statistical tools used were Mean, Pearson Product Moment Coefficient Correlation or Pearson r and Regression Analysis. The findings revealed that the school heads achieved a high level on coach-style management practices. Meanwhile classroom managers established a high level in human competence in public elementary schools. There was a significant relationship between coach-style management practices of school heads and human competence of classroom managers in public elementary schools. The domains of coach-style management practices of school heads were significantly influenced to human competence of classroom managers in public elementary schools. It is articulated in this study that human competence of classroom managers in public elementary schools should be raised in a very high level. It was concluded that the high level of coach-style management practices of school heads would also increase to the human competence of classroom managers in public elementary schools.