TEACHER CLASSROOM MANAGEMENT SKILLS

Loss in interpersonal relationships often becomes the starting point for individuals to understand themselves more deeply. This journal discusses the dynamics of loss and the process of emotional maturity experienced after the collapse of a relationship once considered meaningful in life. Through a reflective approach, the author attempts to understand that separation is not merely about losing someone, but also about confronting personal flaws, ego, and emotional immaturity that had long been ignored. Throughout this process, individuals are forced into a space of self-reflection that teaches the importance of rebuilding character, restoring self-worth, and understanding healthier forms of love. Ultimately, loss is not always the end of a journey, but rather a space for growth toward a more mature, peaceful, and meaningful life. Therefore, self-improvement before reopening new hopes becomes an essential step in building a healthier emotional foundation.

An indicator of the importance of teachers' socio-emotional skills and competencies (SEC) is reflected in the volume of both primary and secondary research published on the subject. Using the umbrella review or overview technique, this paper summarizes the current state of knowledge and evidence available to date, with the aim of informing future research and educational practice. To achieve this, 13 review articles were synthesized, identified across the databases EBSCO, Dialnet, Scopus, Web of Science, and Google Scholar. The quantitative synthesis encompasses 350 primary studies involving nearly 84,000 teachers, either in training or in practice, across all educational levels, spanning five continents over the last three decades. The qualitative synthesis reveals that research on this topic is conceptually heterogeneous, highlighting that SEC impact teachers' well-being and effectiveness. Consequently, a clear implication for improvement involves incorporating social-emotional learning (SEL) into initial teacher training programs.

This study aimed to assess the psychological well-being (PWB) of early childhood teachers and their classroom management skills (CMS), as well as to examine the relationship between these variables using a descriptive correlational approach. A random sample of ninety-two teachers in Saudi Arabia was selected, and data were collected using scales for PWB and CMS. The findings indicated that early childhood teachers demonstrated a high level of PWB, while their CMS were at a moderate level. The results also revealed statistically significant differences between public and private school teachers on both scales, attributed to the type of kindergarten they teach in. Additionally, significant differences were found in CMS based on teaching experience, favoring teachers with higher levels of experience. However, no significant differences were observed in PWB between teachers with varying levels of experience. The study concluded that there is a strong positive correlation between PWB and CMS among early childhood teachers. It recommended continued psychological support and well-being initiatives for these teachers, alongside ongoing training programs to enhance classroom management strategies and improve communication with children. Moreover, creating a positive work environment that promotes collaboration and work-life balance is essential. The study also emphasized the importance of periodic assessments to identify teachers' needs and enhance their PWB and CMS through professional development workshops.

ÖLÇME DEĞERLENDĠRME OKURYAZARLIĞI ENVANTERĠNĠN TÜRKÇEYE UYARLANMASI ÖZET Ülkemizde öğretmenlerin ölçme ve değerlendirme alanındaki yeterlik düzeylerinin, Milli Eğitim Bakanlığının ortaya koyduğu, ""ölçme ve değerlendirme yeterlik alanları ve bu yeterlik alanlarına giren performans göstergeleri"" dikkate alınmadan, anket ve görüş yoluyla belirlenmeye çalışılması sağlıklı bilgilere ulaşılmasını engellemektedir. Bu çalışmanın amacı, 2004 yılında Campbell ve Mertler tarafından geliştirilen değerlendirme okuryazarlığı envanterinin Türkçe uyarlamasını yapmaktır. Çalışma grubunu, envanterin ilk ve son uygulamaları için toplam 260 öğretmen adayı oluşturmaktadır. Uygulama bulgularına göre envanterin KR-20 güvenirlik katsayısı 0,859, maddelerin ortalama güçlük değeri 0,644, ortalama ayırt edicilik değeri ise 0,486 olarak bulunmuştur. Envanterle ilgili değerler, maddelerin psikometrik açıdan iyi olduğunu ve kullanılabileceğini göstermektedir. Sonuç olarak bu envanter ile öğretmen adayları ve öğretmenlerin sınıf içi öğrenci değerlendirmesi konusundaki yeterlikleri belirlenerek, eksiklikleri noktasında gerekli önlemler alınabilir.

ÖLÇME DEĞERLENDĠRME OKURYAZARLIĞI ENVANTERĠNĠN TÜRKÇEYE UYARLANMASI ÖZET Ülkemizde öğretmenlerin ölçme ve değerlendirme alanındaki yeterlik düzeylerinin, Milli Eğitim Bakanlığının ortaya koyduğu, ""ölçme ve değerlendirme yeterlik alanları ve bu yeterlik alanlarına giren performans göstergeleri"" dikkate alınmadan, anket ve görüş yoluyla belirlenmeye çalışılması sağlıklı bilgilere ulaşılmasını engellemektedir. Bu çalışmanın amacı, 2004 yılında Campbell ve Mertler tarafından geliştirilen değerlendirme okuryazarlığı envanterinin Türkçe uyarlamasını yapmaktır. Çalışma grubunu, envanterin ilk ve son uygulamaları için toplam 260 öğretmen adayı oluşturmaktadır. Uygulama bulgularına göre envanterin KR-20 güvenirlik katsayısı 0,859, maddelerin ortalama güçlük değeri 0,644, ortalama ayırt edicilik değeri ise 0,486 olarak bulunmuştur. Envanterle ilgili değerler, maddelerin psikometrik açıdan iyi olduğunu ve kullanılabileceğini göstermektedir. Sonuç olarak bu envanter ile öğretmen adayları ve öğretmenlerin sınıf içi öğrenci değerlendirmesi konusundaki yeterlikleri belirlenerek, eksiklikleri noktasında gerekli önlemler alınabilir.

This study reveals the levels of work engagement and the adoption of classroom management styles among physical education and sports teachers, investigates the association between these two variables, and compares them by demographics. To this end, the study, grounded in a quantitative paradigm, employed descriptive, correlational, and causal-comparative designs. The study population includes 429 physical education and sports teachers working in the central district of Batman, while the sample comprises 202 teachers conveniently selected from this population. Data were collected using a "Personal Information Form," the "Engaged Teacher Scale," and the "Classroom Management Styles Scale." Before data analysis, the distribution was evaluated, and the findings showed that it did not follow a normal distribution. Thus, outliers were identified and removed, resulting in the exclusion of data from nine participants. Subsequent analyses were conducted on data from 193 participants. The findings can be summarized as follows: The most frequently adopted classroom management style among physical education and sports teachers was the "protective" style, while the least adopted was the "laissez-faire" style. Furthermore, the findings revealed high levels of work engagement among the participants. Statistically significant but very low positive correlations were identified between the adoption of the protective classroom management style and emotional engagement, cognitive engagement, and overall work engagement, as well as between social engagement with students and the adoption of the democratic classroom management style. Comparisons based on demographic variables indicated that gender significantly affected emotional engagement, educational level significantly influenced emotional, cognitive, and overall work engagement, and marital status impacted the adoption level of the autocratic classroom management style. The findings were discussed in relation to the existing literature, and several recommendations were made based on the results.

Definisi Pembelajaran Mendalam menurut Kemdikdasmen RI (2025:9) merupakan pendekatan yang memuliakan dengan menekankan pada penciptaan suasana belajar dan proses pembelajaran berkesadaran, bermakna, dan menggembirakan melalui olah pikir, olah hati, olah rasa, dan olah raga secara holistik dan terpadu. Menurut Michael Fullan (2018:44) Deep Learning is the process of acquiring these six global competencies: character, citizenship, collaboration, communication, creativity, and critical thinking. These competencies encompass compassion, empathy, socioemotional learning, entrepreneurialism, and related skills required for high functioning in a complex universe. Pembelajaran Mendalam adalah proses perolehan enam kompetensi global ini: karakter, kewarganegaraan, kolaborasi, komunikasi, kreativitas, dan berpikir kritis. Kompetensi-kompetensi ini mencakup welas asih, empati, pembelajaran sosioemosional, kewirausahaan, dan keterampilan terkait yang dibutuhkan untuk berfungsi secara optimal dalam dunia yang kompleks. Michael Fullan & Geoff Scott (2014) menyatakan bahwa pembelajaran harus relevan dengan minat , kebutuhan dan tantangan dunia nyata, bersifat aktif dan berfokus pada pengembangan kapabilitas yang penting tidak hanya untuk saat ini tetapi juga di masa mendatang oleh karena penting dikembangkan 6 keterampilan tersebut. Character refers to qualities of the individual essential for being personally effective in a complex world including: grit, tenacity, perseverance, resilience, reliability, and honesty. Citizenship Thinking like global citizens, considering global issues based on a deep understanding of diverse values with genuine interest in engaging with others to solve complex problems that impact human and environmental sustainability. Collaboration Collaboration refers to the capacity to work interdependently and synergistically in teams with strong interpersonal and team-related skills including effective management of team dynamics, making substantive decisions together, and learning from and contributing to the learning of others. Communication Communication entails mastery of three fluencies: digital, writing, and speaking tailored for a range of audiences Creativity Having an 'entrepreneurial eye' for economic and social opportunities, asking the right questions to generate novel ideas, and demonstrating leadership to pursue those ideas into practice. Pembelajaran Mendalam menekankan bahwa pembelajaran bukan sekadar transfer ilmu, melainkan penciptaan suasana yang memuliakan peserta didik. Filosofi ini berlandaskan pandangan pendidikan holistik yang mengedepankan keseimbangan antara aspek intelektual, emosional, spiritual, dan fisik. Dengan kesadaran penuh, peserta didik diajak memahami bahwa belajar adalah proses refleksi mendalam yang melibatkan penerimaan terhadap keragaman perspektif dan komitmen untuk terus berkembang dan mendorong siswa memahami konsep secara utuh, berpikir kritis, dan mengaitkan pengetahuan dengan kehidupan nyata, bukan hanya menghafal. Di Indonesia Pembelajaran mendalam dikembangkansebagai suatu strategi dan bukan merupakan sebuah kurikulum baru. Selain untuk mencapai 6 kompetensi global, pembelajaran mendalam adalah suatu strategi untuk memenuhi pencapaian 8 dimensi komtensi lulusan. Secara lengkap tampak dalam gambar di bawah ini bagaimana kerangka pembelajaran mendalam diimplementasikan .

An action research is a practitioner-based study. This study is often done by teachers whose aim
is to explore their practice, shed light on challenges, and find ways to solve issues that occur
within the context of the classroom. In this action research paper, I inspected the notion of
disruptive behavior in the context of the classroom, and how it affects both the process of
teaching as well as learning. This action research has arrogated a Grounded Theory approach. It
made use of qualitative data collection to attain comprehension of students’ misbehavior and its
underlying causes. Through active observation, note-taking, and in-class discussions, I managed
to collect data about the matter at hand, scrutinize the findings, design an action plan, implement
it, and formulate a suggested theory, all following the three main steps of a grounded theory
approach: (1) open coding, (2) axial coding, (3) selective coding.
The conclusion of this action research asserts that disruptive behavior is a significant aspect, for
it could enhance the context of learning if identified and dealt with properly. Hence, teachers
need to accumulate the proper knowledge, skills, and strategies to manage their classrooms well
and establish a suitable optimal learning environment.

This research paper explores the role of play-based & learner centered learning in early childhood education, examining its impact on cognitive, social,ethical and emotional development. By reviewing existing literature and analyzing practical classroom approaches, the study highlights the benefits of integrating play as a central pedagogical strategy. Findings suggest that play-based learning fosters creativity, problem-solving skills, and engagement, thereby contributing significantly to holistic development in young children. Literature Review Research indicates that play-based learning enhances multiple developmental domains. Vygotsky's sociocultural theory highlights the role of social interaction and guided play in cognitive development. Piagetian perspectives stress that play allows children to assimilate and accommodate new experiences. Recent studies in Bangladesh suggest that classrooms integrating structured play activities report higher engagement, creativity, and problem-solving skills among young learners. Furthermore, global evidence underscores that play-based pedagogies foster inclusive learning environments and promote emotional well-being. Methodology This study employs a qualitative literature review methodology, analyzing existing research articles, educational reports, and classroom case studies. Sources were selected based on relevance to early childhood education, early childhood care,pedagogical strategies, and documented outcomes of play-based learning. The analysis synthesizes findings to identify key patterns, advantages, and challenges associated with integrating play into early learning curricula.

Jurnal ini adalah Tugas Mandiri untuk profesi bagi guru tertentu yang saya buat dengan mengikuti panduan modul yang ada di ruang GTK.
meliputi:
Pengertian, Tujuan,Manfaat, Komponen,Kelebihan dan Penerapan Pembelajaran Sosial Emosi (PSE)
Refleksi, Aksi nyata dan Domukentasi Pembelajaran

A growth mindset is the belief that personal abilities, including intelligence, can be developed through dedication, effort, and a willingness to learn, rather than being fixed traits. People with a growth mindset view challenges as opportunities for learning and improvement, persist in the face of setbacks, and use feedback as a guide for growth. This approach encourages resilience and a passion for learning, leading to higher achievement and a greater capacity to adapt.

This benchmarking essay critically evaluates teacher management practices in Kenya, with a particular focus on the policies and systems instituted by the Teachers Service Commission (TSC). Drawing from global exemplars such as Finland, Singapore, Estonia, and Japan, the essay situates Kenya's strategies—especially under the TSC Strategic Plan (2023–2027)—within a broader international context of educational leadership and reform. Notable innovations like TPAD, HRMIS, and TIMEC reflect Kenya's growing alignment with data-driven and outcome-focused teacher management. However, gaps persist in areas such as career progression, participatory policy formulation, digital integration, and teacher wellness. The study underscores the need for adaptive models, continuous professional development, robust appraisal systems, and teacher agency to match global best practices. It concludes with actionable recommendations aimed at enhancing equity, motivation, and performance within the teaching profession. Ultimately, the essay posits that with strategic reforms anchored in global insights and national realities, Kenya can build a dynamic, empowered, and high-performing teaching force capable of advancing inclusive, quality education in line with SDG 4 and the African Union’s CESA 16–25.

The objective of this research aimed to establish a connection between the inclination towards lifelong learning and the degree of adherence to the curriculum among educators in primary and secondary educational institutions. In the 2021-2022 academic year, data for this screening model investigation were collected from 281 teachers employed in the central Karesi and Altıeylül districts of Balıkesir. The data were acquired using the 'Lifelong Learning Tendencies Scale,' designed by Diker Coşkun (2009), and the 'Curriculum Fidelity Scale,' developed by . The data analysis employed descriptive statistics, Two-Way MANOVA, Pearson Correlation Analysis, and Regression Analysis. According to the results, it was detected that there were moderate lifelong learning tendencies and high degree of fidelity to the curriculum. Regarding the second discovery, it was established that school type and years of professional experience significantly influenced the differences observed in teachers' lifelong learning tendencies and their adherence to the curriculum levels. Furthermore, a statistically significant but modest correlation was identified between teachers' lifelong learning tendencies and their levels of curriculum fidelity.

This study examines the relationship among the variables that affect the pedagogic competence of Islamic education teachers in Gorontalo. These consist of effective classroom management, effective teaching practices, technology skills, and effective assessment variables. Furthermore, the respondents in this study are 320 Islamic religious education teachers selected by a cluster sampling technique. Here in after, the data were analyzed using a structural equation modeling (SEM) approach due to the implementation of multivariate analysis of the relationship among variables with the help of LISREL in order to describe the structural model. The results indicated that not all relationships among variables possessed a positive and significant influence on Islamic religious teachers' pedagogic competence. In addition, this study showed only three relationships among the latent variables that have a positive and significant effect on teachers pedagogical competence, namely effective classroom management (A) to effective teaching practice (B) with a Tvalue of 5.37, effective classroom management (A) to technological skills (C) with a T-value of 4.10, and effective teaching practice (B) to technology skill (C) with a T-value of 2.55. Thus, teachers' pedagogical competence plays a significant role in achieving successful learning by considering to link one variable to another.

This study aims to explore the intercultural awareness of EFL instructors in the context of Turkish Higher Education. Participants are 50 EFL instructors from the English Language Teaching Department and the School of Foreign Languages in Türkiye. The current study adopted a quantitative design. The data collection tool is the ‘English Language Instructors Questionnaire for Intercultural Awareness’. The data was analyzed via the Mann-Whitney U test. The data from the questionnaire was analyzed in two contexts:
Intercultural Awareness of Native and Non-Native and Novice and Expert Instructors. As the findings of the study reveal there are significant differences between the attitudes of Native / Non-Native as well as for the Novice and Expert Instructors for Intercultural Awareness.

How can professors connect better and interact more with students in a higher education context? This paper attempts to answer this question and reports on lessons learned through the pursuit of phenomenological research on student-faculty interaction experiences of international students enrolled in Korean universities, through which 17 foreign enrollees were interviewed. This paper is based on the qualitative findings of a phenomenological study investigating student-faculty experiences for international students. In light of empirical findings and insight from literature, this reflective essay presents nine concrete lessons that can guide educators' efforts to establish, develop, and maintain meaningful relationships with university students, including foreign enrollees. Such insights are meant to offer new ideas and avenues toward more frequent and meaningful interactions between professors and students in a higher education setting.

Pendidikan dasar merupakan fondasi penting dalam perkembangan anak. Sayangnya, banyak anak SD menghadapi kesulitan belajar yang menghambat proses pembelajaran mereka. Oleh karena itu, penting bagi kita untuk memahami penyebab kesulitan ini serta menerapkan strategi yang tepat untuk mengatasinya. Artikel ini akan membahas secara mendalam bagaimana kita dapat mengatasi kesulitan belajar anak SD dengan pendekatan yang holistik, berbasis bukti, dan melibatkan semua pihak yang terlibat dalam proses pendidikan.

This is a conceptual paper which reviewed teacher management in Kenya with a particular focus on the emerging issues. Organizations in all sectors are striving to succeed despite the many challenges they face including issues of globalization, rapid changes, especially changes in technology, leadership dynamics and increased competition among others. Organizations' perspective today in the third world are striving to maximize on their major resources to develop and grow their entities by use of teachers acting as their strategic managers in provision of quality of education and teacher management. It reviewed what TSC Act as enacted under the 2010 Kenyan Constitution and its subsequent transformation to an independent commission with an enhanced mandate stipulates. It has delved in the synopsis of emerging issues such as teacher shortage, provision of quality education, professionalizing the teaching service, promotion of teachers, teachers conduct and performance, litigation, information, communication and technology integration, management of HIV and AIDS, industrial unrest, and deployment of effective teachers leadership positions. In summary more budgetary allocation is required to address teacher deficits, employ more counsellors, enforce TSC Act provision and involve all the stakeholders to make the profession more attractive and enhance retention of well trained, qualified and experienced teachers. Transformational leadership model is a key component in managing teachers' affairs.

The purpose of this study is to specify computer literacy level of freshman university students. The sample of this study is students newly enrolled to Ahi Evran University in 2007-2008 teaching year. In order to gather data, as an instrument, a 30 question test is developed 81). In the analysis of data percentage, frequency, arithmetic mean, standard deviation and one way Anova statistical techniques are used. At the significant test 0,05 significant level is used. At the end of analysis it is reached to following conclusions: Only a small portion of students see themselves as computer literate and they are either computer illiterate or little computer literate. Computer literacy levels of male students are significantly higher than of female students. Computer literacy levels of students who in Educational Faculty are higher and who in The Faculty of Science and Literature are lover than the others.

Bu araştırmanın amacı, 6. sınıf Sosyal bilgiler dersinin “İnsanlar, Yerler ve Çevreler” öğrenme alanına yönelik geçerli, güvenilir ve standart bir başa-rı testi geliştirmektir. Araştırma kapsamında, Türkiye Cumhuriyeti Milli Eği-tim Bakanlığı tarafından 2018 yılında yayımlanan Sosyal Bilgiler Dersi Öğre-tim Programı temel alınmıştır. Bu çerçevede, ilgili öğrenme alanına ilişkin kazanımlar ve 6. sınıf kazanımlarına ayrılan süreler dikkate alınarak kap-samlı bir madde havuzu oluşturulmuştur. Hazırlanan maddeler, içerik ve yapı geçerliliğini sağlamak amacıyla uzman görüşüne sunulmuş, alınan geri bildirimler doğrultusunda gerekli düzenlemeler yapılmıştır. Düzenlemelerin ardından test, pilot uygulama için hazır hâle getirilmiştir. Pilot uygulama-dan elde edilen veriler, maddelerin ayırt edicilik, güçlük ve güvenilirlik de-ğerlerini belirlemek için analiz edilmiştir. Analiz sonuçlarına göre amaca hizmet etmeyen maddeler testten çıkarılmış ve test yeniden değerlendirilmiş-tir. Son olarak, testin ayırt edicilik, güçlük ve güvenilirlik hesaplamaları tek-rar yapılarak nihai hâli oluşturulmuştur. Araştırmanın sonucunda, öğrenci-lerin “İnsanlar, Yerler ve Çevreler” öğrenme alanındaki akademik başarıla-rını ölçmek üzere geçerli ve güvenilir bir araç olarak kullanılabilecek çoktan seçmeli bir başarı testi geliştirilmiştir.

Developments with in mathematics education, alternative and innovative learning approaches have begun to be used, creating appropriate learning environments for students to learn and do mathematics. This study aimed to explore the views of classroom teachers on new approaches to mathematics teaching. A qualitative case study design was used.The study group consisted of 35 classroom teachers. A semi-structured interview form was used to collect data. The data obtained were analyzed by content analysis. It was found that the classroom teachers most frequently used technologyenhanced mathematics teaching and problem-based mathematics teaching, while flipped learning and project-based mathematics teaching were used the least among the new approaches in mathematics teaching. It was concluded that although classroom teachers reported using new approaches to teaching mathematics in all subjects, they used them most in the subject of fractions, and the reasons for using the preferred new approaches were that they provided continuous learning and facilitated learning. According to the classroom teachers, the main difficulty in implementing new approaches is time-consuming. In addition, it was found that classroom teachers stated that the advantages of new approaches in the teaching process are that they provide continuous learning and make lessons interesting and fun and that the disadvantages are that they are time-consuming. In line with the results obtained, it is recommended that classroom teachers make more use of new approaches in mathematics teaching and that seminars be organized to support this.

The study sought to find out the relationship between how students perceive their teachers' in respect of knowledge of Economics content, communication ability, use of appropriate instructional method and teachers' classroom management skills and students' attitude towards Economics. The population of the study comprised all the second year students (SS 11) in senior secondary schools in Oyo State. Nigeria. The study sample consisted of 640 students selected through cluster and simple random sampling techniques. Two instruments -Students' Perception of Teacher Characteristics Questionnaire (SPTCQ) and Students' Attitude towards Economics Questionnaire (SATMQ) were developed and administered on the respondents. A trial test of 50 students using split-half reliability test was carried out which yielded reliability coefficients of 0.86 and 0.94 for SPTCQ and SATMQ respectively. Pearson Product Moment Correlation and t-statistics were used to test the hypotheses. Findings show that the way students' perceive their teachers' in terms of knowledge of Economics contents, communication ability, teaching methods and classroom management skills has a significant relationship with students' attitude towards Economics. When the students' perception of their teachers' characteristics is low, hence students' attitude towards Economics tends to be negative.

Introduction. In the modern scientific literature, there are no comprehensive studies of deficiencies in the
activities of the class teacher and it’s assessment. Meanwhile, such an analysis is necessary today, since it
makes it possible to increase the effectiveness of the implementation by class teachers of the functions of
upbringing and socialization of students, which is of strategic importance for the results of education in
general. The purpose of the work is to identify deficiencies and their severity in the activities of the class
teacher based on the subjective assessment of class teachers their capabilities and problem areas.
Materials and methods. The study involved 2,356 people, including teachers who hold the position of class
teacher (82%) and representatives of school administration (18%) from municipalities of the Ural Federal
District. The respondents were offered three survey methods based on the method of scaling subjective
assessments of the readiness to implement the main activities of the class teacher (from 1 to 5) aimed at
determining the effectiveness of educational activities; the degree of difficulty in certain areas of activity;
effective educational practices that the respondents could share. To clarify the degree of variability of answers,
the standard deviation was additionally calculated.
Research results. As a result of the first survey, it was revealed that the most pronounced deficit is interaction
with social partners (average value 3.737). Among the difficulties in the activities of class teachers, the most
serious is the lack of time for communication and work with the class due to the high workload as a subject
teacher (average value 3.120). As for the analysis of effective educational practices, the least frequent was
the provision of protection of the rights and observance of the legitimate interests of each child in the field
of education (noted by only 20.8% of respondents).
Conclusion. The results obtained allowed us to conclude that it is necessary to develop an advanced training
program, meaningfully represented by invariant and variable modules, aimed at replenishing the identified
deficiencies in the activities of class teachers.

Türk Dünyası Uygulama ve Araştırma Merkezi Eğitim (ESTÜDAM Eğitim) Dergisi (E-ISSN 2548-0375), Eğitim Bilimleri ve Alan Eğitimi ile ilgili çalışmalara katkıda bulunmayı hedefleyen özgün araştırma ve derleme makalelerini; hakemli, açık erişimli ve sadece elektronik olarak yayınlayan bilimsel bir dergidir. ESTÜDAM Eğitim Dergisi Mart ve Eylül ayı olmak üzere yılda iki sayı olarak yayınlanmaktadır. Dergi, Eskişehir Osmangazi Üniversitesi Türk Dünyası Uygulama ve Araştırma Merkezinin yayın organıdır. Derginin dili Türkiye Türkçesi'dir. Yazılar Türk Dünyası ve akraba topluluklardan temin edilmektedir. ESTÜDAM Eğitim Dergisi'nde, eğitim bilimleri ve alan eğitimi ile ilgili akademik, evrensel bilim ölçütlerine uygun kuramsal ve uygulamalı çalışmaları ile Türk Dünyası genelinde izlenen eğitim politikalarını bilimsel bir bakış açısıyla inceleyen çalışmaları yayınlayarak; bu konularda geleceğe yönelik bilimsel çözüm önerilerinin ortaya konulmasını hedeflenmektedir. Makalelerin dergide...

This study was to discover or establish the existence of a relationship/ association/ interdependence between two or more aspects of a situation. The purpose of this study was to look into the professional attributes contributory to teaching excellence in The Sto. Niño Formation and Science School. The key participants in this study the 69 teachers currently employed in The Sto. Niño Formation and Science School in Rosario, Batangas. Teachers were invited to participate regardless of factors. Participations were voluntary, and measures were taken to protect teacher confidentiality and privacy. The goal was to obtain representatives that reflected the diversity of the teaching workforce in order to gather rich data that can inform an understanding of teachers' experiences, perceptions and needs from their own perspectives. The researchers utilized a descriptive-correlational research design for this study. The 69 teachers in Sto. Niño Formation and Science School in Rosario, Batangas who answered the survey with a set of questions. With the Close-Ended Likert Scale Questions. The adaptability, patience, communication, creativity, leadership, time management, planning and preparation, classroom environment and instruction and professional responsibilities. Furthermore, teachers should continue to focus on enhancing their adaptability skills to effectively navigate changes in curriculum or school policies. Professional development opportunities can help educators stay flexible and responsive to evolving educational requirements and shifts in the educational landscape. Overall, it aims to support teachers in developing their professional attributes and improving their level of teaching performance. By focusing on these competencies, teachers can better meet the needs of their students and create more effective and equitable learning environments.

The study sought to find out the relationship between how students perceive their teachers' in respect of knowledge of Economics content, communication ability, use of appropriate instructional method and teachers' classroom management skills and students' attitude towards Economics. The population of the study comprised all the second year students (SS 11) in senior secondary schools in Oyo State. Nigeria. The study sample consisted of 640 students selected through cluster and simple random sampling techniques. Two instruments-Students' Perception of Teacher Characteristics Questionnaire (SPTCQ) and Students' Attitude towards Economics Questionnaire (SATMQ) were developed and administered on the respondents. A trial test of 50 students using split-half reliability test was carried out which yielded reliability coefficients of 0.86 and 0.94 for SPTCQ and SATMQ respectively. Pearson Product Moment Correlation and t-statistics were used to test the hypotheses. Findings show that the way students' perceive their teachers' in terms of knowledge of Economics contents, communication ability, teaching methods and classroom management skills has a significant relationship with students' attitude towards Economics. When the students' perception of their teachers' characteristics is low, hence students' attitude towards Economics tends to be negative.

Öz: Bu araştırmanın amacı sınıf öğretmenlerinin zekâ oyunlarına yönelik tutumlarını, zekâ oyunlarını bilme düzeylerini, kullanım sıklıklarını tespit etmek ve demografik verilere dayalı olarak incelemektir. Araştırmanın örneklemini, 2022-2023 eğitim ve öğretim yılında Diyarbakır ilinde görev yapan kolay ulaşılabilir örneklem yöntemi ile seçilen 282 sınıf öğretmeni oluşturmaktadır. Veriler amaca uygun bir biçimde “Kişisel Bilgi Formu”, “Zekâ Oyunlarına Yönelik Tutum Ölçeği”, “Zekâ Oyunları Bilgi Düzeyi Dereceli Puanlama Anahtarı” ve “Zekâ Oyunları Kullanım Sıklığı Dereceli Puanlama Anahtarı” olmak üzere dört veri toplama aracı ile toplanmıştır. Elde edilen veriler istatistik paket programı kullanılarak analiz edilmiştir. Veriler analiz edilirken “yüzde”, “frekans” ve “aritmetik ortalama” kullanılmıştır. Değişkenlere göre analiz yapılırken Bağımsız Gruplar T- Testi ve Tek Yönlü Varyans Analizi yapılmıştır. Elde edilen bulgular sonucunda sınıf öğretmenlerinin zekâ oyunlarına yönelik olumlu tutum içeren maddelere kesinlikle katıldıkları, olumsuz tutum içeren maddelere kesinlikle katılmadıkları davranışssal öge içeren maddelere katıldıkları ya da kararsız oldukları görülmüştür. Ayrıca sınıf öğretmenlerinin demografik verilere göre tutumları incelendiğinde cinsiyete ve öğrenim durumuna göre zekâ oyunları yönelik tutumlarda anlamlı farklılık bulunamamıştır. Sınıf öğretmenlerinin mesleki kıdem ve zekâ oyunları üzerine eğitim alma bakımından tutumları incelendiğinde anlamlı farklılıklar bulunmuştur. Sınıf öğretmenlerinin zekâ oyunlarını bilme düzeyleri ve kullanım sıklığı düzeyleri incelendiğinde zekâ oyunu bazında sonuçlara ulaşılmıştır.

The purpose of this study was to examine the effects of teacher motivation strategies on teacher retention in British curriculum secondary schools in Lang'ata Division, Nairobi, Kenya. The study was guided by the following research questions: What are the teacher training needs that affect their retention in the British Curriculum secondary schools in Lang'ata division? How does the provision of incentives strategy affect teacher retention in the British Curriculum Secondary Schools in Lang'ata division? How does teacher performance appraisal strategy affect their retention in the British Curriculum Secondary Schools in the Division? What are the measures that can be put in place to facilitate teacher motivation and retention in British Curriculum secondary schools in Lang'ata division? The study employed a mixed methods research design. The sample included one hundred and twenty teachers (n=120) and eight (n=8) principals selected from eight (8) British Curriculum Secondary Schools in Lang'ata Division. Questionnaires were used to collect data from teachers whereas interview guide were used to collect data from the principals. The collected data were analyzed with the help of Statistical Package for Social Sciences (SPSS). Both descriptive and inferential analyses were used in data analysis. Data from questionnaires was analyzed quantitatively and presented in frequencies and percentages while data from interview guide was analyzed qualitatively and its findings integrated within the quantitative data. From the analysis the study came up with the following findings: The study found that training had serious effect on the career progress of the teachers. The key training needs towards enhancing teacher motivation and retention include adequate training on the subject matter and pedagogical preparation. The study found that not all of the schools provided incentives to their teachers. It was also found that there were certain schools which applied performance appraisal practices to check whether the teachers are able to handle various issues such as stress and conflict reduction, emotion and conscientiousness handling and improved accurate self-awareness. This was found to have a significant relationship on teacher retention and motivation in British Curriculum Schools. v TABLE OF CONTENTS

The purpose of this study was to examine the effects of teacher motivation strategies on teacher retention in British curriculum secondary schools in Lang’ata Division, Nairobi, Kenya. The study was guided by the following research questions: What are the teacher training needs that affect their retention in the British Curriculum secondary schools in Lang’ata division? How does the provision of incentives strategy affect teacher retention in the British Curriculum Secondary Schools in Lang’ata division? How does teacher performance appraisal strategy affect their retention in the British Curriculum Secondary Schools in the Division? What are the measures that can be put in place to facilitate teacher motivation and retention in British Curriculum secondary schools in Lang’ata division? The study employed a mixed methods research design. The sample included one hundred and twenty teachers (n=120) and eight (n=8) principals selected from eight (8) British Curriculum Secondary Schools...

Learning problems are very diverse, the problem of motivation and low student involvement is partly due to the lack of confidence due to differences in student interests, levels of understanding, and learning styles. This can be anticipated by implementing differentiated learning. The use of TAI type Cooperative Learning model is effective to be implemented because it accommodates the implementation of differentiated learning. The distinctive feature of the implementation of the TAI type cooperative learning model is that it combines cooperative and individual learning models. Observations showed that the whole group was active in trying to produce the biggest score where this inter-group competition system was part of the design prepared by the teacher. In addition, each member of the group showed that they were actively contributing. The effectiveness of using this learning model in the implementation of differentiated learning is also shown from student learning outcomes which are used to measure the achievement of learning objectives. Group collaboration activities showed that 5 groups achieved the learning objectives with 3 groups categorized as proficient, and 2 groups categorized as proficient. Through individual assessment, the teacher found that of all students, 90% (18 students) had achieved the learning objectives, and there were 10% (2 students) who had not achieved the learning objectives. The results of the learning review presented through the online web Quizizz, showed that 98% of students responded that learning was fun and could improve understanding.

Value Education has been considered as an important aspect of the Indian education system. It merely depends on the teachers how they can instill the values through the school education & curriculum. It is aimed through the present research how beginner teachers, proficient teachers & expert teachers are using value education activities in the classrooms. 50 teacher trainee from Teacher training college of education, Guvahati ,Assam were participated in the present study by the method of purposive sampling teachnique.A value education worksheet has been filled by the 50 participants to collect the data. Present research had collected the qualitative data through worksheet, which had been analyzed by Thematic Analysis of data. It is concluded that there are various innovative activities developed by beginner, teachers, proficient teachers & expert teachers & it reflects positive impact on students through value education. Teachers are conducting the activities as per the level of the teacher. There is also a need to provide a guidance to beginner teachers by the expert teachers for more efficiency of the value education activities, which would reflect improvements in the behaviors of the students.

Kualitas pembelajaran di setiap institusi pendidikan dapat dilihat dari produk yang dikeluarkan berupa peserta didik yang berkualitas. keberhasilan di dalam mencapai tujuan pendidikan tersebut berawal dari keprofesionalan seorang guru terhadap pengelolaan kelas guna menciptakan suasana lingkungan belajar yang kondusif, sehingga proses belajar mengajar dapat berjalan secara optimal. dalam hal ini seorang guru harus mampu mengendalikan suasana kelas yang dihuni oleh peserta didik yang berasal dari beragam latar belakang yaitu dengan menerapkan berbagai pendekatan kelas. Berdasarkan hasil telaah, penulis menemukan berbagai macam pendekatan, kemudian hasil telaah tersebut penulis klasifikasikan ke dalam tiga tingkatan yaitu: low approach, medium approach dan, high approach. dalam memperoleh data, penelitian ini merujuk pada metode penelitian kualitatuf dengan melakukan kajian pustaka (library research) yang objeknya dicari dengan berbagai informasi pustaka seperti buku, jurnal ilmiah, pdf dan, lain-lain.

The purpose of this study is to reveal the prospective teachers' views on renewable energy. The study employed a qualitative research method. A total of 30 prospective science teachers attended the study. A purposeful sampling method was used to choose the participants. Prospective teachers who had taken courses related to Environmental Education before participated in the study. Three open-ended questions prepared by the researchers were used to collect data. Questions on the importance of using renewable energy sources, obstacles to the usage of renewable energy sources, and increasing the usage of renewable energy sources were posed to the prospective teachers. Their answers to questions were collected in writing. Content analysis was used to analyze the collected data. The findings were divided into categories and then the themes were specified. Prospective teachers' views about the concept of renewable energy were demonstrated through the themes and categories. The results of the study showed that prospective teachers had various views of renewable energy sources but that their views were not at the desired level. The results could provide policymakers with new information about renewable energy in the process of planning teacher training in the long term to raise society's awareness in the national arena.

Ogretim programlarinin revize edilmesi ya da yenilenmesiyle birlikte kazanimlari olcen olcme ve degerlendirme araclarina ihtiyac duyulmaktadir. Fen egitiminde arastirmalar yapan bilim insanlarinin ve fen ogretmenlerinin yenilenen programlarin unite ve kazanimlarina yonelik gelistirilen bu olcme araclarindan faydalanmalari egitimin kalitesinin arttirilmasina faydali olmaktadir. Bu bakimdan arastirmanin amaci, altinci sinif fen bilimleri dersi “Vucudumuzdaki Sistemler” unitesi kazanimlarini olcen gecerli ve guvenilir bir olcme degerlendirme aracini literature kazandirmaktir. Bu amac dogrultusunda oncelikle unitenin kazanimlari analiz edilerek, uygun olabilecek 41 maddeden olusan madde havuzu hazirlanmistir. Unitenin konu ve kazanimlarina yonelik belirtke tablosu hazirlanarak, fen egitimi alaninda ve Milli Egitim Bakanligi’nda calisan alan uzmani ve konu alan uzmanlarinin goruslerine basvurularak testin kapsam gecerliligi saglanmistir. Hazirlanan 41 coktan secmeli sorudan olusan vucudu...

In Turkey, teacher competencies in assessment are mainly determined through questionnaires and interviews asking teachers" perceptions, which generally disregard the standards for competencies in assessment and performance indicators described by the Ministry of National Education. Thus, there is a need for an instrument which is designed according to the Ministry"s Assessment Standards. In order to meet this need, this study aims to adapt Assessment Literacy Inventory developed in 2004 by Campbell and Mertler into Turkish and evaluate its psychometric properties. The sample consisted of 260 pre-service teachers in total. According to the item analysis results, overall instrument reliability (KR20) was 0,859, mean item difficulty level was 0,644, mean item discrimination level was 0,486. The psychometric qualities of the inventory strongly support its use as an acceptable measure of teachers" assessment literacy and, thereby, teachers" professional development needs related to assessment can be revealed. This will pave the way for effective and efficient professional development initiatives to improve teachers" competencies of classroom assessment.

Pedagogical competence is the ability of teachers in managing to learn. This study was designed to review the pedagogical competence of high school math teachers and their attitudes in teaching. Pedagogical competence in this research will be reviewed from two aspects, that is knowledge aspect and skill aspect. Aspects of knowledge are measured using tests and skill aspects measured using questionnaires. Mathematics teachers' attitude is reviewed by observing during the learning process and using an instrument adapted from attitudes towards mathematical modeling inventory. The sample of this research is 6 mathematics teachers from 3 high senior school with a different category. Based on these findings, mathematics teachers' attitude in teaching accordance with their pedagogic competence and school characteristics also guarantee how teachers decide their learning process.

The use of two different implementation approaches for the 2017-2021 Collective Bargaining Agreement of teachers casted doubts on equity in promotion because each union had its own approach. Given that there were two unions at post-primary level, the purpose of this study was to compare equity accruable between them in Kakamega County. The objective was to determine the difference in equity in grade promotion of post-primary teachers between the use of scheme of service and the career progression guideline approaches based on Teacher Performance and Appraisal Development tool between 2017-2021. It was guided by a socialist economics of education theory. A comparative research design with a sample of 1,569 respondents from 5,923 was used. Systematic random sampling was used to select teachers in each union, purposive sampling for principals and saturated sampling for sub-county directors of education and union secretaries. Through piloting, content validity was enhanced with internal...

Advertising is a prominent discourse type which is inevitably linked to a range of disciplines. This study examines the language of a non-product advertisement, not isolating it from its interaction with other texts that surround it. It is based on Fairclough's Critical Discourse Analysis (CDA) framework in which there are three levels of analysing texts: description, interpretation and explanation. In addition to analysing the advertisement at hand in terms of these three levels, the study includes semistructured interviews conducted with English language teacher candidates. The purpose is to explore the social function of advertising not only from sounds, sights and language of the text, but also assess the impact of these on teacher candidates' views. To this end, three teacher candidates were interviewed; they were asked to explain how they related the advertisement to their own context. Findings from the inductive content analysis of interviews point to the fact that there is a close connection between the advertisement discourse and the "teacher" image in the minds of participants. The core results imply that integrating discourse analysis activities in teacher education programs can be fruitful in regard to gaining insight into how to question ideologies critically and resist manipulations. Thus, teacher candidates will be able to teach their future students how the use of language influences our understanding of social or moral issues transmitted through media.

Bu çalışmanın amacı, enerji ve enerji ile ilişkili olan enerji korunumu, enerji kaynakları ve enerji dönüşümü kavramlarıyla ilgili kavram yanılgılarını belirlemeye yönelik bir testin geliştirilmesi ve uygulanabilirliğinin değerlendirilmesidir. Hazırlanan kavram testinin ilk hali toplam 15 açık uçlu sorudan oluşturulmuştur. Düzeltilmesi gereken sorular üzerinde gerekli düzeltmeler yapılmış ve testin son hali 13 sorudan olacak şekilde belirlenmiştir. Hazırlanan testin güvenirliğini belirlemek için 80 İlköğretim Fen ve Teknoloji öğretmen adayına uygulanmıştır. Testin güvenirliği 0,92 olarak bulunmuştur. Testin son uygulaması aynı program ve öğrenim seviyesindeki 35 öğrenciye uygulanmıştır. Testin uygulanması sonucu elde edilen bulgulardan öğrencilerin enerji ve enerji ile ilişkili kavramlar ile ilgili düşüncelerini oldukça ayrıntılı bir şekilde ortaya koyduğu tespit edilmiştir. Çalışmadan elde edilen bulgulara dayanarak öğrencilerin anlama seviyelerini ve kavram yanılgılarını belirlemek amacıyla her iki aşaması da çoktan seçmeli bir testin geliştirilmesi ve yürütülmesi gerektiği sonucuna varılmıştır.

In Turkey, teacher competencies in assessment are mainly determined through questionnaires and interviews asking teachers" perceptions, which generally disregard the standards for competencies in assessment and performance indicators described by the Ministry of National Education. Thus, there is a need for an instrument which is designed according to the Ministry"s Assessment Standards. In order to meet this need, this study aims to adapt Assessment Literacy Inventory developed in 2004 by Campbell and Mertler into Turkish and evaluate its psychometric properties. The sample consisted of 260 pre-service teachers in total. According to the item analysis results, overall instrument reliability (KR20) was 0,859, mean item difficulty level was 0,644, mean item discrimination level was 0,486. The psychometric qualities of the inventory strongly support its use as an acceptable measure of teachers" assessment literacy and, thereby, teachers" professional development needs related to assessment can be revealed. This will pave the way for effective and efficient professional development initiatives to improve teachers" competencies of classroom assessment.

Socioscientific issues, which we encounter more and more frequently, will gain much more importance in the coming years. Socioscientific issues have many topics that individuals will experience decision-making processes in the future. Adequate knowledge of the concepts lies at the basis of the decision-making process. The aim of this study is to develop a two-tier diagnostic test to identify misconceptions in socioscientific issues and to study the validity and reliability of this test. In this scale, which was developed in the mixed method, there are questions about energy resources, global warming, genetic engineering and cloning. In order to develop the two-tier test, a process consisting of three basic stages was carried out: determining the content, obtaining information about students' misunderstandings, and developing the diagnostic test. The data of the study were collected from eighth and ninth grade students. In order to determine the final version of the scale; the reliability, difficulty and discrimination values were analyzed with the data of 385 students. A test-retest application was also made with the participation of 55 students. The KR-20 value of the 30-item two-tier socioscientific issues concept test developed is 0.85, the average difficulty value is 0.46987, the average discrimination value is 0.497364, and the Pearson Correlation coefficient for test-retest reliability was 0.776. As a result of the study, a valid and reliable twotier diagnostic test consisting of 30 items that can be used to identify misconceptions in socioscientific issues has been developed.

This study investigated the relationship between classroom management skills, and self-confidence of social studies teachers. To this end and through a general survey, social studies teachers’ classroom management skills and their self-confidence for education were examined in terms of Gender, Professional Seniority, and Class Size. The population was constituted by 67 social studies teachers working in various secondary schools within the boundaries of the province of Elazig, Turkey, in the spring semester of the 2018 and 2019 academic years. The instruments used were a Personal Information Form, a Classroom Management Skills Scale and a Self-Confidence Scale for Education. The findings of the research were analyzed using SPSS (version 22) and revealed that the social studies teachers did not have a statistically significant difference in terms of both classroom management skills and levels of self-confidence for education related to variables of Gender, Professional Seniority and ...

Bu çalışmada, enerjinin ne olduğu ve nasıl üretilip nasıl kullanılması gerektiğini öğretme durumunda olan Fen Bilgisi Öğretmen adaylarının yenilenebilir enerji kaynakları ile ilgili tutumlarının saptanmasına yönelik bir tutum ölçeğinin geliştirilmesi amaçlanmıştır. Ölçeğin ön uygulama formuna ilişkin çalışmalar 2011-2012 eğitim öğretim yılı bahar yarıyılında, Ondokuz Mayıs Üniversitesi Eğitim Fakültesi Fen Bilgisi Öğretmenliği bölümünde birinci, ikinci, üçüncü ve dördüncü sınıfta öğrenim gören 402 Fen ve Teknoloji öğretmen adayı öğrenci ile yapılmıştır. Veri setinin KMO değeri .87'dir. Yapılan faktör analizi sonucunda ölçek ‚uygulama isteği‛, ‚eğitimin önemi‛ , ‚ülke çıkarları‛, ‚çevre bilinci ve yatırımlar‛ adlarında dört faktörden meydana gelmiştir. Nihai ölçeğin açıkladığı varyans % 51.94'tür. Ölçeğin güvenirliği .87 ve faktörlerin güvenirliği sırasıyla. 97, .80, .78 ve. 72'dir. Yapılan istatistikî analizler, Yenilenebilir Enerjiye yönelik tutum ölçeğinin geçerli ve güvenilir bir veri toplama aracı olduğunu göstermektedir.

The necessity to improve effectiveness and efficiency in education forces teachers and scholars to create and implement new forms of interventions. Unsuccessful language learners need special consideration from the teachers to diagnose the courses of low performance and apply effective means to improve their performance in foreign language learning. Various problems which language learners face in second language acquisition lead to considering unsuccessful learners as a separate phenomenon. The comparison of the terms «unsuccessful learners» и «low performance learners» has shown that the former term comprises subjective learning assessment, whereas the latter term includes the assessment of the performance correspondence to certain criteria. The approach to unsuccessful learners typology is introduced which is based on the relations between four factors. Behavioural factor reflects the use or lack of language learning strategies use. Cognitive factor is based on the language aptit...

This study explores the issues, challenges and student-teachers' coping strategies of teaching in a classroom setting during this challenging time of the Covid-19 pandemic in a new instructional setting of online classes that replace the face-to-face classroom interaction. Purposeful sampling was employed in studying 24 student-teachers' reflective journals through content analysis. The findings showed that most student-teachers were positive and able to cope with the issues if enough time were given to them. Based on the themes emerging from the text analysis, class management and class organisation were not the main issue. However, other main issues such as Internet accessibility and full cooperation from the students were more challenging and the actual learning engagement for the receiving end appears to be compromised due to some teachers who were inadequately trained for online instruction.