Teacher Support Research Articles

The Implication of Financial Literacy Education Integration for Pupils at Primary School in Cambodia

Key Messages The project Cha-Ching “Basic Financial Literacy” has been successful in equipping pupils at primary schools with the necessary knowledge and skills for managing money from an early age. Integration of financial literacy into educational curricula at primary schools, ensuring students are equipped with practical financial skills emphasizing the concepts of Earn, Save, Spend, and Donate to prepare for 21st Century Skills before entering adulthood and support to local life skills needed. Training and support for teachers and pre-service teacher to enhance their understanding of financial concepts and effective teaching methodologies, enabling them to deliver high-quality financial education for pupils at primary school in Cambodia. The Provincial Department of Education, Youth and Sport and the District office of Education, Youth and Sport should consider promoting financial literacy to other schools (public and private schools) and continue to work with the target schools throughout the capacity building and follow-up to ensure newly enrolled pupils received the financial education. The Ministry of Education, Youth and Sport (MoEYS): 1.) should consider promoting financial literacy by developing a legal framework and guidelines adopting financial literacy into the life-skill curriculum for primary schools. 2.) Consider allocating an annual budget for capacity building and printing of teaching and learning books, and allocating the yearly budget for printing and distributing Cha-Ching’s books for pupils nationwide. The Prudence Foundation or other donors should consider promoting financial literacy and supporting to implementation of the Cha-Ching Money Smart Kids “basic financial literacy” widely at primary schools in Cambodia.

Family Support in Supporting the Development of ABK at SLB Auticare Snec Batusangkar

Teachers at the Batusangkar Autiscare Special School (SLB) have high dedication in educating and guiding autistic children. They face various challenges and obstacles, but still apply various learning strategies and methods that are tailored to the individual needs of each child. The welfare and support of teachers is also an important concern to help them carry out their duties optimally. The dedication and hard work of these teachers has had a significant positive impact on the lives of autistic children. And the families of ABK children at Autiscare SLB have complementary roles in supporting children's learning and development. Teachers are responsible for designing and implementing learning that suits individual children's needs, collaborating with families, and providing a safe and supportive learning environment. Families, on the other hand, play an important role in providing love and support to children, participating in children's education, and being advocates for children.

What Makes An Effective Vocational High School Entrepreneurial Leadership? Experience From Indonesia

The government encourages vocational high schools (SMK) to carry out organizational transformation to become SMKs for Regional Public Service Bodies (SMK-BLUD). Through BLUDs, SMKs that have excellent products can manage finances and production processes more flexibly without violating regulations, so that entrepreneurial leadership effectiveness can be achieved. This study aims to analyze the factors that influence the effectiveness of entrepreneurial leadership in vocational high schools using PLS-SEM analysis. Data was obtained by distributing questionnaires to 180 respondents, including teachers, school principals, and committee members at 23 SMK-BLUDs in East Java and the Special Region of Yogyakarta. It is known that the variables of regulation, teacher support, self-capacity, and infrastructure have a positive and significant influence on the quality of entrepreneurial leadership. In addition, the existence of partnerships for each school indirectly has a positive and significant influence on the quality of entrepreneurial leadership. The results of this model show a predictive relevance (Q2) value of 0.96, meaning that this model has good predictive relevance.

포토보이스를 활용한 영아반 교사의 놀이중심 보육과정 실행에서 나타난 어려움 탐색

The purpose of this study is to explore the difficulties that emerged in the implementation of the play-centered curriculum practices of infant class teachers based on the play-centered childcare curriculum emphasized in the 4th standard childcare curriculum. To this end, a photovoice research method was conducted with 10 infant class teachers working at the national and public S daycare center in G, Gyeongsangbuk-do. The photovoice research method analyzed the data collected by the research participants as they spoke out while discussing together using photos taken directly by themselves, in the process of selecting, contextualizing, and categorizing them. The six subcategories of difficulties in the implementation of the play-centered curriculum practices process of infant class teachers in this study are play autonomy and creativity support, development level differences and social interaction, teacher roles and interventions, teacher support and resource utilization, safety and hygiene management, institutional and policy support. The final categories for this were expressed as difficulties in autonomous play implementation, difficulties in role and support, and difficulties in environmental management and policy management. This study which explored the difficulties experienced by implementing the play-centered curriculum practices process of teachers through the photovoice research method can be useful in improving the currently implemented childcare policy and childcare process. Therefore, it is expected to contribute to supporting infant class teachers' implementation of the play-centered curriculum practices.

보육교사의 직무스트레스와 아동학대의 관계에서사회적지지의 조절효과

This study analyzed the results of a survey of 277 childcare teachers inGyeongsangnam-do to determine the relationship between job stress, child abuse, and social support among childcare teachers. First, the results of the study showed that child abuse bydaycare teachers had a positive correlation with job stress and a negative correlation withsocial support. It can be inferred that child abuse is high when job stress is high, and thatchild abuse is low when social support is high. Second, as a result of analyzing the impact ofjob stress, social support on child abuse, it was found that the higher the job stress (β=.196),the higher the child abuse, which means that the higher the job stress of a child care teacher,the higher the risk of child abuse. And the higher the social support (β=-.424), the lower thechild abuse, indicating that the higher the social support for childcare teacher in theworkplace, the lower the risk of child abuse. Third, the results of testing the moderating effectof social support in the relationship between job stress and child abuse showed that socialsupport for childcare teachers has a moderating effect on the effect of job stress on childabuse. Finally, based on the above research results, some practical suggestions were presented.

Enhancing Arabic Vocabulary Mastery through Digital Literacy: Overcoming Challenges and Implementing Effective Strategies

This study explores the implementation of digital literacy-based learning strategies in Arabic vocabulary (mufrodat) education, aiming to enhance students' comprehension and proficiency. Despite its potential, several challenges impede effective application, including limited access to technology and infrastructure, inadequate digital literacy skills, insufficient authentic assessment methods, and lack of support and guidance from educators. To address these challenges, this study recommends improving technological access and infrastructure, enhancing digital literacy skills through targeted training and workshops, developing authentic assessment methods, and providing comprehensive support and guidance for teachers. The implementation of these solutions necessitates collaboration among government bodies, educational institutions, teachers, and students. This research significantly contributes to the field of Arabic language education by integrating digital literacy, thereby enhancing the overall quality of education. The findings provide valuable insights for educators in designing effective learning strategies, for policymakers in formulating supportive educational policies, and for researchers in conducting further studies on digital literacy and Arabic language learning. The study underscores the importance of digital literacy in modern education and its role in fostering improved learning outcomes.

The Influence of Curriculum Changes on Learning Methods at SDN Development 9

This study aims to analyze the impact of curriculum changes on teaching methods at SDN Pengembangan 9. Although curriculum changes are expected to improve the quality of education, their implementation often poses challenges for teachers and students. Using a qualitative approach with a case study method, data were collected through observations, in-depth interviews with teachers, and document analysis related to the curriculum and student learning outcomes. The results of the study indicate that the curriculum change has a significant impact on teaching methods in the classroom. Teachers at SDN Pengembangan 9 faced difficulties in adjusting their teaching methods to meet the demands of the new curriculum, including understanding updated materials and teaching strategies. Some teachers required additional training to effectively implement the curriculum. Furthermore, students also experienced challenges in adapting to these changes, which affected their motivation and learning performance. These findings emphasize that the successful implementation of the new curriculum requires comprehensive support for teachers, including training, guidance, and adequate resources. In conclusion, curriculum changes have the potential to improve the quality of education, but they require effective support strategies to ensure their positive impact can be optimally realized in the primary school environment..

TEACHER’S EXPERIENCE ON THE IMPLEMENTATION OF SPIRAL PROGRESSION APPROACH (SPA) IN TEACHING ENGLISH TO JUNIOR HIGH SCHOOL: A QUALITATIVE INQUIRY

This qualitative inquiry explores the experiences of teachers implementing the Spiral Progression Approach (SPA) in teaching English to junior high school students. The study aims to understand the challenges educators in English subject encounter while applying SPA, a pedagogical method designed to reinforce learning by revisiting topics with increasing complexity. Data were collected through in-depth interviews and focus group discussions with a diverse group of junior high school English teachers. Findings reveal that while teachers appreciate the SPA’s potential to enhance student retention and understanding, they face significant challenges. These include difficulties in aligning the curriculum with SPA principles, time constraints in covering the required material, and varying levels of student readiness. Despite these hurdles, teachers reported that SPA facilitates a deeper understanding of language concepts and skills over time, fostering a more holistic and integrated approach to learning English. The study concludes that successful implementation of SPA requires comprehensive professional development, adequate resources, and continuous support for teachers. By addressing these needs, educational institutions can better leverage SPA to improve English language education outcomes in junior high schools.

Prıncıpal Leadershıp And Teacher Performance On Student Success

The determinants of student achievement in schools are widely studied, including factors at school. Research on principal leadership, teacher performance, and student success has been carried out by many other researchers with varied results. This study aims to explain these two factors on student achievement based on teacher and student assessments. The research method used is quantitative through survey techniques. Statistical analysis used is non-parametric statistic Mean-Withney test. This research compared perceptions of teachers and students, male and female, from two school institutions. The comparison results show that both teachers and students agree that the principal has an effect on student achievement (U = 364,000; p = 0.229). In addition, teachers and students agreed that teacher support affected student achievement (U = 369,000; p = 0.266). These results indicate that both students and teachers see a relationship between the leadership role of school principals and teacher performance with student success. These findings can contribute to the development of psychology and education.

유아교사의 지속가능발전지향 환경교육 실행 방안 탐색

This study aims to explore how early childhood teachers implement sustainable development- oriented environmental education in kindergartens and childcare centers. Data were collected through semistructured in-depth interviews with 10 early childhood teachers who had attended at least one environmental education training related to sustainable development and consistently practiced sustainable development-oriented environmental education in their classrooms for at least 10 months. The study’s findings revealed that the teachers engaged in meaningful interactions with the students to sensitize them to their responsibilities and roles in environmental issues by capturing their daily inconveniences and constraints and encourage improvement. They also attempted to implement environmental education following the principles of sustainable development by organizing the play environment and using eco-friendly materials. Moreover, they tried various teaching and learning materials and activities to keep children interested and engaged. Finally, the teachers worked with the children’s families and community members to create a practical and meaningful environment in which the children could learn about their responsibilities and roles in promoting sustainable development as citizens. The study’s findings, which examined implementation experiences from the perspective of early childhood teachers, are significant because they provide useful information for teacher support.

Mediating effect of teacher support and student engagement in mathematics at Chinese junior middle school

AbstractThis study aimed to examine the influence of teacher support on student engagement in mathematics. A cross‐sectional survey was employed to recruit 632 students from grades 7 to 9 in junior middle schools across China. Participants completed various scales, including a teacher support scale, an academic self‐efficacy scale, and a student engagement scale. Data analysis was conducted using SPSS 20.0 and Amos 24.0. Results showed that, first, emotional support and competence support had a significant positive effect on student engagement in mathematics. The contribution from competence support was the strongest. The contribution from autonomy support was the weakest; second, academic self‐efficacy mediated the relationship between autonomy support, emotional support, and competence support and student engagement in mathematics. These findings supplement and expand the understanding of the factors that affect student engagement and provide theoretical support and useful guidance for formulating effective education policies to improve student engagement in mathematics.

Classroom Management Problems Faced by English Education Students at Faculty of Teacher Training and Education University of Mataram Undertaking the Campus Teaching Program

This study addresses the challenges English Education students face in developing relationships, motivation, and engaging instruction in English classes. The research design is descriptive qualitative research, and the data collection methods include observation sheets, interviews, and document analysis. The study participants are five students who participated in the Kampus Mengajar or Campus Teaching (KM) program at University of Mataram and seek to identify the problems they encounter in classroom management, how they solve them, and how well they manage their classrooms. The result of both observation and interview founded that there are included six problems faced by KM-5 students during teaching practice i.e., (1) Naughty students, (2) Underestimate the teacher, (3) Hyper active students, (4) Passive students in learning activities, (5) Crowded classes and (6) Bored students. The efforts given by the KM students in dealing with the problems are building good teacher-student relationships, making the lesson more attractive, giving a small gift to catch students' attention, giving word motivation, changing students' seat positions, and making some games related to the topic discussion. The results highlight the need for further support and development opportunities for student teachers to enhance their classroom management skills and teaching practice.

The relationship among self-efficacy, teacher social support, and self-regulated learning of elementary school students

The relationship among self-efficacy, teacher social support, and self-regulated learning of elementary school students

Secondary school students’ attitudes towards chemistry: a cultural comparison between Germany and China

ABSTRACT This paper investigates the attitudes towards chemistry of male and female secondary school students from Germany and China to understand the role of collectivism and individualism in attitudes towards chemistry, comparing Germany, a relatively individualist country, with China which is rather collectivist. Literature suggests that the gender gap in attitudes towards science is larger in collectivist countries. Beyond that, the data base is insufficient. 1468 secondary school students (China: 883, Germany: 585) responded to a survey. Results of ANOVAs suggested that students from China show more negative attitudes towards chemistry and a more pronounced gender gap in favour of males regarding chemistry self-concept, persistence in chemistry, sense of belonging in chemistry, and perception of linguistic abilities in chemistry. This conforms to theories of collectivism and individualism. However, this trend was not found for the need for the cognition in chemistry and perceived student and teacher support in chemistry. The paper discusses societal aspects that might explain the deviances from collectivism/individualism research. It shows that (a) individualism and collectivism impact students’ attitudes towards chemistry but (b) more nuanced analyses are required considering specific sociocultural and economic factors to understand attitudes towards chemistry in cross-cultural comparisons.

DO HOME-BASED TEACHING AND LEARNING, TEACHER SUPPORT AND USE OF TECHNOLOGY DURING THE COVID-19 PANDEMIC LEAD TO MENTAL HEALTH PROBLEMS AMONG STUDENTS? A QUALITATIVE STUDY

The aim of the study is to identify factors that may have influenced students’ mental health during the COVID-19 pandemic. The qualitative approach was used to obtain data from respondents. Specifically, semi-structured interviews were conducted among secondary school students in Kedah, Malaysia. The results showed that Home-Based Teaching and Learning (PdPR), teacher support and use of technology were among the factors revealed by students that influenced their mental health during the pandemic. This study adds to the literature on students’ mental health by describing the interview responses among secondary school students in Malaysia. The findings of the study can be used by stakeholders such as the Ministry of Education (MOE) Malaysia and the National Population and Family Development Board (LPPKN) to formulate several strategies to reduce students’ mental health problems in Malaysia.

Microsystem and intrapersonal variables associated with middle school achievement: The important role of engagement

Through an ecological theory lens, the purpose of the current study was to examine variables that most strongly influence middle school academic achievement among a sample of 240 sixth-eighth graders in the Midwest. The purpose was to explore whether student academic organizational practices uniquely predicted middle school achievement, and whether intrapersonal variables (engagement, metacognition, and student organization/academic practices) moderated relationships between contextual factors (parent, teacher, and peer support) and achievement. The combination of contextual and intrapersonal variables accounted for variance in achievement. Engagement was the intrapersonal factor that consistently contributed to the models. Metacognition moderated peer support and academic achievement. When school engagement becomes a primary focus, versus only attempting to remediate metacognitive and organizational deficits, this can pave a more accessible path for both educators and parents to teach other skills that are essential to educational attainment and occupational success. Implications for interventions targeting student participation, attention, and effort are discussed.

Prevalence and Predictors of Suicidal Ideation among Adolescents

Suicides among young people continue to be a serious problem. Suicide is the second leading cause of death for children, adolescents, and young adults. The objectives of the present study were to assess the prevalence and predictors of suicidal ideation among adolescents; associate suicidal ideation among adolescents with selected socio-demographic variables and predictors. Quantitative research approach and descriptive research design was adopted for the study. The study was conducted among 250 adolescents selected through purposive sampling technique from selected Colleges, Thrissur. The tool consisted of a semi structured questionnaire to assess the socio-demographic data, Columbia Suicidal Severity Rating Scale (C-SSRS) screen version to assess the prevalence of suicidal ideation and a structured questionnaire to assess the predictors of suicidal ideation among adolescents. Reliability and validity of the tools were established. Data were collected, tabulated and analyzed using descriptive and inferential statistics. The findings of the study revealed that the prevalence rate of suicidal ideation among adolescents is 28%. The predictors such as lack of teachers support (91.4%), social media abuse (74.3%), loneliness and hopeless (72.9%) are found in most of the adolescents. A statistically significant association was found between education of father (p=0.04) and education of mother (p=0.04) with suicidal ideation among adolescents at p<0.05. The predictors such as family history of suicide (p=0.00), helplessness (p=0.04) and lack of parental support (p=0.01) have a statistically significant association with suicidal ideation among adolescents. The study concluded that the prevalence rate of suicidal ideation among adolescents is significant. The early identification of the predictors can prevent the actual occurrence of suicide among adolescents.

Výuka geověd včera, dnes a zítra – reflexe učitelů a žáků

This article focuses on the historical development, current state, and future perspectives of geology education in the Czech Republic. The theoretical part of the article presents analysis of the evolution of the geology curriculum and its position within the Czech educational system. It highlights significant personalities and events in geological sciences and describes the changes in geology education since the 18th century to the present. The empirical part of the article employs qualitative research through focus group interviews to reflect on current approaches to geology education in lower secondary schools (ISCED 2). The respondents included ninth-grade students from primary schools, teacher education students at the Faculty of Science of Charles University, and science teachers. Based on their statements, SWOT analyses were created to identify the strengths, weaknesses, opportunities, and threats associated with geology education. Strengths include practical field exercises and field trips that provide students a direct contact with geological materials and demonstrate interdisciplinary connections between geology, chemistry, physics, and geography. Weaknesses involve low student interest, lack of teaching aids, and the complexity of integrating geology into other subjects. Threats include low teacher motivation and inadequate resources in school natural science collections, while opportunities lie in tandem teaching and collaboration with research and educational institutions. The article emphasizes the need to strengthen interdisciplinary connections, increase teacher support and motivation through further education, and improve school collection. Emphasis is also placed on popularizing geology to make it more attractive not only to students but also to the broader public. Overall, it is essential for geology education to respond to current challenges and trends, thus contributing to the formation of comprehensive scientific education that will inspire students to further study and interest in natural sciences.

Diagnostics as a Key Tool in Providing Organizational and Scientific-Methodical Conditions for the Creation of Stem Centers

The article reveals the importance of diagnostics in the context of the creation of STEM centers, which are an integral part of the introduction of STEM education into the educational process. The concept of "diagnostics" in the article is considered as a process of analysis and assessment of existing organizational and scientific-methodical conditions for the creation of STEM centers. The article adds scientific knowledge about the STEM center, highlights the purpose of its activity and directions of work. Some key criteria have been identified by which the state of providing organizational conditions for the creation of STEM centers can be determined, namely: strategic planning, financial support, infrastructure, human resources, partnerships, marketing and public relations, organizational culture and management efficiency. It is proposed to evaluate the scientific and methodological conditions for the creation of STEM centers according to such key criteria as: development of STEM courses and curricula, educational materials and resources, methodical support for teachers, evaluation and analysis of learning results, research work, support of scientific consultants and experts, development cooperation networks. It was found that the diagnosis allows to assess the availability of the necessary premises, equipment, personnel support and infrastructure for the creation of STEM centers. Various methods of diagnosis make it possible to assess the availability of relevant training programs, methodological materials and other components necessary for the effective operation of the STEM center. It has been determined that such diagnostic methods as questionnaires, observations, interviews and document analysis can help in providing specific recommendations on how to improve the organizational and scientific-methodical conditions for the successful creation of a STEM center. Examples of successful innovative educational projects and experiments at the all-Ukrainian level in the field of STEM, which were implemented and are being implemented now, taking into account the results of diagnostics that helped them achieve success, are given.

OPEN FOR DISCUSSION: РАЗВИТИЕ НАВЫКОВ РАЗГОВОРНОЙ РЕЧИ НА ЗАНЯТИЯХ ПО АНГЛИЙСКОМУ ЯЗЫКУ СО СТУДЕНТАМИ ХИМИЧЕСКОГО ФАКУЛЬТЕТА

In the context of studying foreign languages, speaking skills are generally viewed as the key criteria of success yet the most challenging aspect of language learning. This requires special approach and efforts on the side of the teacher who should be able to create proper conditions and apply certain methods to encourage students to speak. Open for Discussion is a language course specifically developed to support chemistry students in practising real-world speaking skills within the framework of problem-solving teaching strategy and provocation in teaching. The present article gives an overview of the course, its underlying concepts and practical application. At that, special focus is made on cooperative learning strategies and collaborative discussion as the most effective ways to enhance the communicative competence and boost English speaking skills. The described course may be used to strengthen methodological support for foreign-language teachers at nonlanguage faculties.