Department Of Education Research Articles

Professional practice competence of primary school physical education teachers

ABSTRACT This study examined the professional practice competence (PPC) of primary school physical education (PE) teachers. Participants of the study were 382 availably selected primary school PE teachers in Amhara Region, in Ethiopia. Results revealed that, except for their lesson planning (LP), PE teachers’ instructional assessment (IA); their ability to create and maintain a safe and supportive learning environment (CMSSLE), and their overall PPC were low. However, female PE teachers performed their LP better than male teachers. Conversely, female PE teachers, degree holders, beginner and junior teachers, and rural PE teachers demonstrated lower proficiency in IA compared to others. The results also indicated that no significant differences were found in CMSSLE between male and female teachers, rural and urban teachers, and diploma and degree – holder teachers. Accordingly, the regional education bureaus, zonal education departments, and teacher education institutions have to pay due magnanimity and precaution while hiring, training, and deploying PE teachers in different areas of the nation. For the professional development and professional practice competence of PE teachers, need-based and continuous on-the-job capacity-building training should be designed by the concerned education policymakers.

The Effectiveness of Using Webtoon Platform in Teaching Reading Comprehension Among Second Semester Students at Universitas Bhinneka PGRI in Academic Year 2023/2024

English, a crucial global language, is essential in education and communication. In Indonesia, mastering English is vital, with the 2013 curriculum emphasizing the four skills: speaking, writing, listening, and reading. Reading comprehension, which integrates written content with prior knowledge, is particularly important. Various internal and external factors, such as word recognition, parental support, and educational media, impact students' reading comprehension. Digital media like Webtoon offer advantages such as accessibility and interactivity, making them valuable educational tools. This study examined how well the Webtoon platform taught reading comprehension to second-semester students at Bhinneka PGRI University's English Education Department in the academic year 2023–2024. Twenty-two individuals were chosen at random from the student body to make up the sample. This study employed a quantitative research approach with a pre-experimental design that included a one-group pretest, treatment, and post-test to determine the impact of Webtoon on reading comprehension skills. Using this strategy, the effectiveness of the intervention may be evaluated by contrasting pre- and post-test results. Students' reading comprehension scores increased dramatically after using Webtoon; on average, their scores went from 69.00 to 81.81. The data distribution was validated by normality tests, and a significant difference was found using a paired t-test (t(15) = -12.854, p < 0.001). These results showed how Webtoon improves reading comprehension and makes a good contribution to education by demonstrating creative uses of digital media in the classroom.Using this strategy, the effectiveness of the intervention may be evaluated by comparing pre- and post-test results.

Neurodiverse inclusive social work education considered through a student partnership

ABSTRACT To improve inclusion in one social work teaching department, a ‘Students-as-Partners’ project employed four social work students with lived experience of neurodiversity to work in partnership with staff on pedagogical design. The student partners’ role was to evaluate teaching and learning through neurodivergent lenses and co-design strategies to enhance provision. Higher education can often adopt an individualized, adaptive approach to difference , rather than a social approach to inclusion where whole courses and environments are designed with neurotypical and neurodivergent learners in mind. ‘Neurodiversity’ offers social work education a constructive new paradigm for understanding learning experiences and for considering individuals’ strengths alongside challenges . Using a reflective, critical storytelling approach , this article weaves published research findings with the experiences of three student partners and one staff partner, to reflect on and analyze a Students-as-Partners neurodiversity pilot. We conclude that educational designs which actively include the perspectives and ideas of neurodivergent students can deepen understanding of individual challenges and strengths and facilitate the co-creation of more inclusive teaching and assessment strategies.

Problems facing students of the Department of Physical Education in the athletics course

The purpose of this study was to identify and investigate the obstacles experienced by students in the Department of Physical Education participating in the athletics course al Al al-Bayt University and to determine the effect of (gender, and academic year) on the degree of the problems. The study used the descriptive approach since it suits the nature of the study, and the sample of the study consisted of 66 male and female students. The sample was chosen purposefully, and was tested by a questionnaire designed by the researchers, which consisted of 36 items divided into three dimension: problems related to capabilities, problems related to the study plan, and problems related to psychological factors. According to the findings of the study, the problems facing students at the Department of Physical Education in the Athletic course were of a high degree. The study also found statistically significant differences in the problems facing students due to the variables of gender in favor of the females, and to the variable of the academic year in favor of the sophomore.

Building the capacity of education department heads and training to meet the demands of educational innovation today

The Education and Training Department Head is the head of the Department of Education and Training (DOET), responsible to the People's Committee, the Chairman of the People's Committee at the district level, and the law for the implementation of the functions, tasks, powers, and all activities of the DOET. The article focuses on clarifying the functions, tasks of the DOET department head, the requirements for the DOET department head in the current context, and proposing a capacity framework for Education and Training department heads to meet the demands of educational innovation in the current context. Keywords: DOET Department Head, Educational Innovation, Capacity Framework.

Status and Compliance of Senior High School Voucher Program among Private Schools in NCR: A Quality Assurance Review

The Enhanced Basic Education Act of 2013, often known as K to 12, was introduced by Republic Act10533. The SHS voucher program is a mechanism to provide financial assistance to qualified students while also decongesting public schools and promoting partnerships with private schools. In response to the mandate of RA 10533 to expand Government Assistance to Students and Teachers in Private Education (E-GASTPE), the Department of Education (DepEd) introduced the Senior High School Voucher Program. This demonstrates that condensing the 12 years of education taught around the world into 10 years of education in the Philippines has been a struggle for students and teachers seeking to meet global standards; thus, the goal of the study is to uncover implementation issues, show best practices, and recommend appropriate interventions that can improve the execution of the Senior High School Voucher Program among Metro Manila private schools. The study utilized a descriptive method of research and descriptive correlational design. The study was participated by the DepEd Officials/Employees, School Administrators, and Stakeholders. This demonstrates that condensing the 12 years of education taught around the world into 10 years of education in the Philippines has been a struggle for students and teachers seeking to meet global standards; thus, the goal of the study is to uncover implementation issues, show best practices, and recommend appropriate interventions that can improve the execution of the Senior High School Voucher Program among Metro Manila private schools.

Access to Secondary School Education among Girls from Pastoral Communities: A case of the Barbaig in Hanang District, Manyara Region of Tanzania

Access to education for girls in many societies faces significant challenges, often leading to girls being viewed as inferior to boys. However, little is known about the unique challenges facing girls from pastoral societies and their access to schooling. Therefore, this paper sheds light on girls' access to secondary school education in the Barbaig pastoral community in the Hanang District, Manyara Region of Tanzania. Specifically, it examines the challenges girls face in accessing secondary education in their area. The study uses a cross-sectional research design and involved 210 girls from Dirma, Chief Gejaru, and Mwahu secondary schools. Proportional sampling and simple random sampling techniques were used to obtain respondents for this study. Data were collected through interviews, focus group discussions, and documentary reviews. Qualitative and quantitative approaches were used in data analysis. The results revealed that a shortage of girls’ facilities and services in schools, families' low socio-economic status, and harmful gender norms, traditions, and practices were among the challenges. Other challenges include early pregnancies and early marriage, parents’ desire for wealth, nomadic lifestyle, large family size, and long distance from home to school. It is recommended that the Education Department in Hanang District implement educational policies that ensure students in every school have sufficient resources. Furthermore, community leaders should insist on the importance of girls’ education. This will only be possible if local authorities actively collaborate with relevant stakeholders to solve the educational challenges facing the girls from the Barbaig tribe.

Oregon’s K-12 transformative social and emotional learning framework and standard development

In 2021, Oregon's legislature passed House Bill 2166, which mandated that the Oregon Department of Education (ODE), in collaboration with the Early Learning Division and the Teacher Standards and Practices Commission (TSPC), develop K-12 Social and Emotional Learning (SEL) standards for students across the state. This manuscript highlights how Oregon used the Transformative SEL framework to guide their multi-phase process, which involved extensive input and collaboration from a diverse group of educators, policy makers, parents and students. This collaborative approach ensured that the standards reflected a wide range of perspectives and addressed the unique needs of various student populations. The manuscript discusses the challenges encountered in the process, such as resistance to change, resource allocation, and professional development needs. This work contributes to the growing body of research on SEL by providing a model for states and districts to develop and implement SEL standards that align with legislative mandates and educational equity goals.

STUDENTS’ PERCEPTION OF DIGITAL TEXTS READING: A CASE STUDY AT THE ENGLISH EDUCATION DEPARTMENT OF STKIP PGRI BANGKALAN

This study investigated what students' perceptions of reading digital texts and students' preferences for digital text reading. Data was gathered through observation, interviews, and documentation to accomplish this purpose. The interview aims to gather qualitative information about the participants' motivation and interests, the effectiveness of reading digital texts, any difficulties they may have had reading them, and whether they preferred reading print or digital texts. Four students enrolled in five semesters of the English Language Education Department at STKIP PGRI Bangkalan during the academic year 2023/2024 participated in this study. The results showed that the participants had a favorable opinion of reading digital materials because digital texts are more engaging and inspiring, and follow the standard reading format. The main obstacle for students in using digital texts is the less text displayed at once due to the limitations of smartphone screens.

What features of education policies are effective in facilitating successful outcomes for Australian Department of Education students in out of home care?

AbstractAustralian and international research has consistently revealed that children residing in Out of Home Care (OOHC) experience low academic achievement, high rates of suspension, high rates of early school drop‐out and poor representation in post school study. To address the issues experienced by many students in OOHC, trauma informed policies have been introduced in schools and education districts, both in Australia and internationally. Informed by current research and by the Trauma Informed Approach Guidelines, developed by the US Department of Health and Human Services Substance Abuse and Mental Health Services Administration (SAMHSA), this research aimed to identify and analyse current OOHC education policies and support documents implemented by Australian State and Territory Departments of Education. Using a thematic content analysis of national and international research on the concerning educational outcomes of OOHC students, a policy analysis framework was created and used as the tool to analyse Australian OOHC education policies currently implemented by state and territory Departments of Education. Considerable variations were evident in OOHC education policies throughout Australian Departments of Education, with only the states of Queensland, New South Wales and Victoria having policies explicitly for OOHC students. Significant variations also existed in the levels and types of support provided between Australian states and territories. Australian Departments of Education, schools and teacher practitioners can do more to further enhance the educational experience of students residing in OOHC. Suggestions have been made on how this can be achieved.

Strategies for Resource Management in the Department of Education: A Systematic Review of Efficiency and Effectiveness

This systematic review examines the efficiency and effectiveness of the Department of Education's resource management strategies, with an emphasis on budgetary planning, technological integration, and policy implementation at the elementary, secondary, and higher education levels. Using the PICOS paradigm, the study critically evaluates 39 papers published between 2019 and 2024 that were chosen based on precise inclusion criteria outlined in the report. Efficiency is defined as the ideal allocation and utilization of resources to achieve desired results with little waste, as opposed to effectiveness, which assesses the impact of these strategies on educational quality and stakeholder satisfaction. The analysis focuses on significant results on how strategic resource allocation improves institutional sustainability and academic achievement. This assessment intends to recommend to policymakers, school leaders, and teachers to maximize resource management strategies to accomplish educational goals while improving operational efficiency.

Briefings

Department of Education's final Title IX rule blocked in conservative states Columbia administrators removed after antisemitic texts Biden's SAVE loan program on hold Butler College launches new program to help adult learners finish their degrees

Digital Divide or Digital Bridge? Evaluating the Impact of ICT Integration in South Africa’s Rural Schools

The advent of the knowledge economy necessitates the development of specific skills pertinent to 21st-century citizens, such as global competitiveness and the proficient use of information and communication technologies (ICTs) for personal and economic advancement. In response, nations worldwide, both developed and developing, are reforming educational curricula and promoting the integration of ICTs in teaching and learning. South Africa is no exception and through policy initiatives aimed to enhance educational opportunities by equipping all schools with laptops and tablets by 2013. Rural schools were to be given particular attention through the development of eLearning. This study explores the alignment between eLearning policy directives and their implementation in rural schools. The research engaged five school principals and one district official, employing semi-structured interviews and document analysis as data collection methods. The findings reveal that teachers lack training to effectively integrate ICTs into educational practices. Despite a revised implementation strategy from 2013 to 2025, progress remains minimal and disproportionately favours smart schools within the province rather than a universal application. The study advocates for the KwaZulu-Natal education department to prioritise comprehensive ICT integration training for teachers across all educational phases. Furthermore, it recommends an expansive distribution of devices in form of tablets and laptops to include primary schools and calls for a national curriculum overhaul to meet the needs of the 21st-century learner. Teachers are also encouraged to proactively seek professional development opportunities independently of departmental offerings.

Briefings

Department of Education's final Title IX rule blocked in conservative states Columbia administrators on leave after texts during Jewish life panel Biden's SAVE loan program on hold Butler College launches new program to help adult learners finish their degrees

‘We all have to do our bit': literacy practice, perceptions and policy in Irish primary and post-primary schools

ABSTRACT Over a decade has passed since the publication and enactment of the first National Literacy and Numeracy Strategy (NLNS; Department of Education and Skills. 2011. Literacy and Numeracy for Learning and Life: The National Strategy to Improve Literacy and Numeracy among Children and Young People 2011–2020. Dublin: Department of Education and Skills). This paper provides insights into the reality of its enactment across a range of primary and post-primary settings. Drawing on qualitative data from interviews (n = 30) and quantitative data from a survey (n = 455) of primary and post-primary teachers, the paper charts commonalities and differences across these two sectors. Qualitative data indicated that the NLNS was successful in putting literacy on the agenda, with a range of consequent policy and practices reported by teachers. The teaching of literacy tended to be grounded in largely traditional conceptualisations of print-based reading and writing, with limited reference to digital or multimodal practices. Quantitative data highlighted the divergence of opinions between teachers from both sectors, particularly in relation to students’ literacy skills on entry to post-primary school and in DEIS settings. As policymakers prepare for the enactment of a successor strategy (Government of Ireland. 2024a. Ireland’s Literacy, Numeracy and Digital Literacy Strategy 2024–2033: Every Learner from Birth to Young Adulthood. Dublin: Government of Ireland), the paper concludes by addressing implications for the next decade of literacy-focussed policy in Irish schools.

Portraying the Learning Needs of English Language in Non-English Department Students

The existence of English language courses plays an important role in efforts to welcome industry 4.0. This is caused by the use of English which dominates knowledge and science and even today's lifestyle. Thus, in the implementation of teaching, English has been taught from low level education to high level education. Learning English at the college level non-English majors have different needs than English majors. Primary School Teacher Education (PGSD) is present as one of the non-English majors and has a curriculum that requires students to master English, especially for research needs, articles, teaching materials and books and other sources written in English. This is because education departments have already developed in countries that use English and Latin as their national languages. It can be emphasized that some of the learning materials and resources written in books, articles and journals related to the field of PGSD are written in English and Latin. So that through needs analysis, lecturers and students can find out which aspects of language skills and competencies must be mastered to support the scientific field they are pursuing. Through the results of the analysis, lecturers can also determine what teaching methods, media and materials are in accordance with the learning objectives that have been formulated.

Unhinged: Reading Comprehension Tests as Gatekeepers to Teaching

A teacher’s ability to read effectively is critical to that individual’s ability to teach reading skills. Correspondingly, most state departments of education require that prospective teachers earn a passing score on a standardized reading comprehension test before they can enter university-based teacher education programs or otherwise get a professional teaching license. Having witnessed quality candidates get pushed away from teaching due to poor performance on the our state’s reading comprehension measure and given that previous studies have shed doubt on the construct validity of major standardized assessments (e.g., the SAT and ACT), we examined the validity of our state’s standardized reading assessment for teachers. Using data generated by 115 college-aged participants in a prerequisite course for our teacher education programs, we found that our state’s assessment did little to measure reading comprehension. Instead, it measured students’ test-taking skills. This is exceptionally problematic because tests like this one keep significant numbers of qualified and motivated individuals from entering the teaching profession. Worse, due to the oft-researched relationship between test-taking skills to the socioeconomic background of the test-taker, these impacts may be exponentially worse for individuals from minority and lower socioeconomic backgrounds, thereby further reducing their opportunities to teach.

Implementing distributed leadership in Irish voluntary secondary schools from the principals’ perspective

ABSTRACT In 2018, the Irish Department of Education and Skills (DES) officially recommended a distributed leadership model as a new approach to leadership and management in post-primary schools. Policy implementation guidance was circulated to school management via DES circular CL003/2018. This study investigates the perspective of voluntary secondary school principals implementing CL003/2018 within the voluntary secondary school sector, where the role of the school principal is pivotal in its implementation. A pragmatic approach to the research methodology led to the adoption of a case study methodology within a mixed-method sequential quantitative > qualitative research design. The quantitative research instrument was an online survey distributed to a census population of voluntary secondary school principals in Ireland. Using Zoom, semi-structured interviews with ten voluntary secondary school principals informed the qualitative research. The findings are examined and interpreted within the literature on distributed leadership, with the concepts of power, accountability, and sustainability emerging from the research. The research identifies recommendations on professional learning for principals to develop sustainable leadership capacity within the voluntary secondary school sector, and the essential time to hold strategic leadership team meetings.

Understanding Teacher Experiences Amidst Principal Reshuffling: A Phenomenological Inquiry

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

Quality of Complaint Services through the Lapor Website at Departement of Education the East Java Provincial

The development of an Electronic Based Government System is an embodiment of improving the quality of public services. The LAPOR website is a national electronic-based complaint management system that can be accessed by all Indonesian people. The existence of LAPOR mandates that the management of complaint services in every government agency in Indonesia must be integrated with LAPOR, At department of east java provincial education service. The LAPOR website is the most widely used media by the people of East Java in sending complaints to at Departement of Eduaction The East Java Provincial. However, in reality there are still some complaints from the public about the services provided through LAPOR website. The purpose of this research to determine the quality of complaint services through the LAPOR website at Departement of Education The East Java Provincial. This research uses a qualitative approach with data collection techniques through observation, interview, and documentation. The results showed that the quality of complaints service through the LAPOR Website using the four objectives of the Electronic Service Quality theory study was of high quality but not optimal, because there were still several complaints whose follow-up did not run optimally and there were several complaints that experienced delays in the follow-up of further complaints.