This article examined the role of Lesson Study in a center school located in the southeastern United States through an analysis of a narrative by the school principal. This methodology allowed a level of reflexivity across the research team, who appreciated hearing about the powerful first-hand enactment of the initiative. The paper begins with an analysis of Lesson Study, particularly in special education, and the key tenets of Lesson Study followed by a narrative account of the principal. Subsequent to her story, we explored lessons learned in relation to implementing a system change in a school, namely Lesson Study. We learned that a deeper understanding of school culture, sustaining professional development, and collaborative practice, were significant factors enabling the principal and teachers at the center school to embrace, plan, and implement a successful Lesson Study for learners with significant disabilities. In addition, we learned that Lesson Study plays an important role in teacher and student engagement in teaching and learning at the center school and supports teachers to design lessons that are efficacious in meeting the individual needs and higher expectations of students.

This study aimed to investigate whether Thai high school students’ perceived teacher support could enhance their reading ability through self-efficacy and sense of school belonging. The theoretical foundation of this study included the theory of social-motivational processes and social cognitive theory. Structural equation modeling was used for analysis and validation. The student questionnaire from the Programme for International Student Assessment (PISA) 2018 survey questions regarding teacher support, sense of school belonging, self-efficacy, and reading ability. The sample consisted of the data collected from the Thai students in the PISA2018 survey, with an effective sample size totaling 7968. The research results of the overall model showed that the perceived teacher support of Thai high school students’ had no direct effect on their reading ability, but their perceived teacher support had an indirect effect on reading ability through their self-efficacy and sense of school belonging. From the results can be seen that high school teachers in Thailand, in supporting and encouraging their students in learning, must simultaneously develop their perceived self-efficacy and sense of school belonging. Only thus can there be obvious help to their students’ reading ability.

This study investigated the influence of teachers’ classroom management on pupils’ motivation for learning and academic achievement in Kwara State. Descriptive survey design was adopted. The population was all primary teachers and pupils in Ilorin Metropolis, Kwara State. The sample size was 250 teachers and all pupils in their classrooms. One research questions and four hypotheses guided the study. The instruments used to collect data were researchers’ developed instruments titled ‘Teachers’ Classroom Management Style Observation Scale (TCMOS) and Pupils’ Motivation for Learning Rating Scale (PMLRS) with reliability coefficients of 0.82 and 0.86 respectively. Data collected were analysed using descriptive statistics, linear regression, t-test and Analysis of Variance (ANOVA). All hypotheses were tested at 0.05 level of significance. The results showed that there was significant influence of classroom management styles on pupils motivation for learning (F_(1,248) = 121.155, p < 0.05) and their academic achievement (F_(1,248) = 28.947, p < 0.05). It was therefore recommended that teachers should be encouraged to adopt appropriate classroom management to motivate pupils to learn for improved academic achievement. Also, courses on classroom management and leadership should be integrated into the teacher training curriculum while regular retraining of in-service teachers should be encouraged.

The purpose of this study is to investigate the effect of Personalized Book Advice Smart Application on secondary school students’ motivation as well as determining the views of students, teachers, and parents regarding the application. In the research, a mixed method approach, in which quantitative analysis and qualitative analysis methods are used together, was adopted. In the quantitative part, 585 secondary school students, 300 of whom are in the experimental group and 285 in the control group; In the qualitative part, 105 students, 6 teachers and 247 families were included in the research. Similarly, the qualitative of the study involved 105 students, 6 teachers, and 247 parents. In the quantitative part of the research, data collected with the Reading Motivation Scale developed by Durmus. In the qualitative part, the data were collected through a questionnaire. The quantitative data were analyzed using parametric descriptive statistics, while the qualitative data were analyzed using descriptive analysis technique. According to the findings obtained from the research, there is a significant difference in reading motivation of secondary school students in terms of post-test scores. It is seen that the students like to read adventure books and think that the books proposed by the application are suitable for their interests. Teachers state that they find the application successful, and they like that the application forms reading habits, and recommends books according to their interests, moreover, the recommended books are suitable for the students’ levels. On the other hand, the teachers think that teacher control is necessary. Additionally, parents state that they like the application because it recommends books according to the children’s interests and those recommended books were suitable for their levels, however, they added that the number of the books needs to be increased.

Shared leadership enables employees to develop positive feelings for their organizations and themselves. Especially, their devotional feelings and behaviours towards their organizations increase with the sharing of leadership. In this study, the shared leadership of the school and the organizational commitment levels of the teachers, their relationship with each other and the predictive status were examined. This study is a research within relational survey model. The data of the research were collected from 512 teachers in primary and secondary schools in Malatya districts of Turkey in the 2019-2020 academic year. The data were collected through the Shared Leadership Scale and the Organizational Commitment Scale of Teachers. For the analysis of the data, t-test, ANOVA test, correlation and regression analyzes were performed. According to the results of the research, shared leadership and organizational commitment levels in primary and secondary schools are high. There is a positively significant and moderate correlation between the shared leadership of the school and the organizational commitment of teachers. Shared leadership in primary and secondary schools positively and significantly predicts teachers' organizational commitment. For this reason, in order to increase the organizational commitment of teachers; it is important to create a sharing school life, in order to support teachers for the purposes of the organization and to include them in decision-making processes. According to the results obtained, it is recommended that young teachers with lower organizational commitment be given more duties, powers and responsibilities.

The purpose of this research is to test the theoretical model developed for the mediator role of perceived organizational support in the relationship between organizational identity and organizational stress. The research is conducted with 320 teachers who work in preschools, primary schools, elementary schools, and high schools. The data were collected using organizational stress scale, perceived organizational support scale, organizational identity scale, and personal information form. The direct and indirect relationships between perceived organizational support, organizational stress, and level of organizational identity were analysed using the Structural Equation Model. The proposed structural model was verified by the analyses. It is observed that the relationships between all variables in the research have significant values and their goodness of fit indices were within the acceptable level. The results of the analyses showed that, organizational identity significantly predicts organizational stress and perceived organizational support. It was also found that the impact of organizational identity on organizational stress was fully mediated by perceived organizational support. According to these results, organizational support plays a mediating role in the relationship between organizational identity and organizational stress.

The aim of the present study is to examine the effect level of procrastination on academic achievement. To this end, a meta-analytic approach was applied and the studies published between January 2000 and May 2020 in Education Resources Information Center (ERIC) and Academic Search Ultimate databases were included in the study. The research was limited to articles examining the correlation between the variables and, accordingly, the correlation coefficient was specified as an index to identify the effect size. After reviewing 22 relevant studies with 8307 participants, the meta-analysis was conducted through Comprehensive Meta-Analysis (CMA) software. The findings revealed that the variables were negatively correlated with each other and the overall effect size of procrastination on academic achievement was found -0.61, which can be interpreted as the medium effect size. The findings of the study endorse the main tenets of theoretical framework regarding the aforementioned link.

This study was conducted to investigate prospective teachers' spiritual well-beings and life satisfactions in terms of specified variables. 298 students from various departments of universities participated in the study. The Spiritual Well-Being Scale developed by Paloutzian and Ellison, and adapted to Turkish by Eksi and Kardas, the Life Satisfaction Scale developed by Diener et al. and translated and adapted to Turkish by Koker and a Personal Information Form prepared by the researcher were used in the study. This study was a descriptive study based on survey model. The study data were subjected to normality tests and analyzed accordingly. Mann Whitney U Test, Kruskal-Wallis H Test and Spearman Rho correlation coefficient were used to analyze the data. Results of the study, indicated that spiritual well-being levels of prospective teachers significantly varied by gender, year of study, field of study and educational status of father. Life satisfaction levels of prospective teachers significantly varied by field of study. Furthermore, there was a moderate positive correlation between total score for spiritual well-being and life satisfaction.

This research aims at revealing the effects of Second Life (SL) application used in virtual environment in art and design education of creativity. This research is a qualitative study conducted evaluating the results of a group of 16 students studying art and design at universities, for a period of 12 weeks. For SL, a 3D, online, multi-user virtual environment was chosen as the study area.  The process of the research was evaluated by the researcher with a Structured Observation Form (SOF). Student designs were evaluated by four graduated artists/educators and researchers with a Rubric. The study group discovered SL during the application process. They made numerous trials, took risks and tried different solutions in SL. The design process that started with an avatar creation continued with 3D design, adding texture, colour, and script to objects and creating a notecard. According to the researcher’s feedback based on SOF, the group is considered “Good” in the design process. According to the Rubric for creativity, applied by the experts is evaluated as “Accomplished.” As for the rubric applied by the researcher, the group is evaluated “Good.” Based on these results, it can be considered that the inclusion of SL in the art and design education curriculum will contribute to 21st century skills and develop imagination and creativity of students.

Motivation for school is an important concept which influences students’ academic, social and cultural development. Leadership behaviours to be displayed by school principals can be thought to affect the network of social relations in school and to support the climate of trust in school for students to develop positive attitudes towards the school. In this context, this paper aims to analyse the correlations between school principals’ social justice leadership behaviours, students’ trust in school principals and motivation for school. The study group was composed of 762 secondary school students from Altindag district of Ankara. The data were collected with social justice leadership scale, trust in the school principal scale and motivation for the school scale. The data were put to descriptive analysis, correlation analysis and multiple linear regression analysis. The findings demonstrated that students had moderate level of perceptions of school principals’ social justice leadership behaviours and trust in school principals and high level of motivation for school. Besides, significant correlations were also found between the variables. Additionally, it was found that social justice leadership predicted significantly trust in school principals and motivation for school. The findings showed that the social justice leadership behaviors of the school principal play a key role on students’ motivation and their trust in the principals.

This quantitative study aims to examine the relationships between enabling school structure, academic optimism and altruistic behaviours as well as to find out whether altruistic behaviours serve as a mediator between enabling school structure and academic optimism. A scale was applied to teachers from primary- schools in Turkey via random sampling. There were 707 teachers participating in this study. Three existing scales, which are enabling school structure, academic optimism, and teachers’ altruistic behaviours scales, were used to collect data from teachers. Descriptive statistics and bivariate correlations were calculated in the study to investigate correlations among all the variables and reliabilities of the measures. Structural Equation Modelling investigated the effects of Enabling School Structure on School Academic Optimism through Teachers’ Altruistic Behaviours. The results confirmed a positive relationship between all variables of the study. The findings also revealed the mediator effect of TAB on the relationship between ESS and SAO. Finally, some recommendations were given based on results.

Contemporary studies related to teacher autonomy mostly deal with research into how autonomy is perceived by teachers and which variables it is associated with. On the other hand, there are very few studies dealing with how teachers’ instructional autonomy over the curriculum is reflected in the education process. The aim of this study is to reveal in depth the practices carried out in the context of instructional autonomy by science teachers who have different levels of autonomy. The study is based on data gathered from eight teachers employed at different schools in the province of Izmir in Turkey. Interviews, observations and documents were used for collecting the data. The results reveal that while teachers with high instructional autonomy successfully apply contemporary teaching methods, alternative evaluation techniques, high-order thinking skills and effective classroom management, teachers with low instructional autonomy fall short in all of these areas.

In this study in which case study – one of the qualitative research methods - was used, it was aimed to assess the effects of covid-19 pandemic on preschool education by teachers. Preschool teachers working in 14 provinces where the number of cases is high form the universe of the study. Sample group is 140 teachers in total. So as to get data for the study, survey questions prepared by the researcher and submitted to expert opinion and structured interview forms were used. The findings of the study are as follows: preschool children had feelings of anxiety, fear and longing all together during this process and they wanted to return to their schools as soon as possible. Similarly, most of the teachers were highly concerned and worried. The teachers attended online educations related to their professional development during the process of staying home. Before Covid-19 came to Turkey, the schools did not take any measures; then, when distance education started, all schools were disinfected, the materials and toys in the classrooms were put aside after disinfection. Distance education process was quite difficult in preschool education; all the teachers taught in line with their own initiatives. During this process, while the activities most preferred by the teachers were games and art activities, the activities having pandemic theme were experiments and dramas about hygiene. Distance education increased parent participation to preschool education and this had a positive effect on parent-child interaction. In the distance education process, by establishing platforms intended for preschools, suggestions to make more and professional activities, to have common actions in cooperation with schools and to train parents were made.

This paper investigated how puppetry could be used to improve the standards of early childhood science education. This study determined the effect of a puppet-making and puppetry workshop on preservice preschool teachers’ beliefs and attitudes towards science education and looked into their experiences during and after puppet-making. Although participants faced some difficulties during the workshop, they developed numerous socioemotional skills. Puppetry activities can help preservice teachers learn how to deliver child-centered, stimulating, and interactive classes. Using puppets in early childhood science education can help teachers develop positive attitudes towards science and offer students high-quality, engaging, and creative activities.

The research aims were to examine the relationship among psychological resilience, patience, and happiness levels of physical education teachers employing in İzmir, Afyonkarahisar, and Muğla provinces in the Aegean Region and was to explain whether psychological resilience and patience levels predict happiness. The research was a descriptive study in the relational scanning model. The study participants consisted of 336 PE teachers, 182 (54.2%) were males, and 154 (45.8%) were females.. The data were obtained using the Brief Resilience Scale (BRS), Patience Scale and Oxford Happiness Questionnaire. In the analysis of data were used SPSS 25 statistical program. The analysis of the data descriptive statistics, correlation, and statistical regression methods were used. As a result of the research, it was determined that the psychological resilience, patience, and happiness levels were at medium levels according to the average score the PE teachers got from the scales. It was found that there is a moderate positive relationship between PE teachers' psychological resilience, patience, and happiness levels, and psychological resilience and patience levels are a significant predictor of happiness.

The aim of the research was to investigate the relation between middle school students' perceptions of school climate and school motivation, whether school climate perceptions have a significant power on school motivation as well as to see if those perceptions and motivation differ significantly depending on gender, grade level, and school location variables. The sample of the study consisted of 674 middle school students studying in two state schools, which were located in the central district and village in Kosk province in Aydin in Turkey. Data were collected by using School Climate Perceptions Scale and School Motivation Scale with three questioned personal information form. Results showed that there were significant medium-level correlations between school climate perceptions and school motivation of middle school students. While grade-level variables had significant differences in both school climate perceptions and school motivation of middle school students, the location did not create a difference. On the other hand, gender had a significant difference only with school motivation. Finally, the model tested student-teacher relation significantly predicted 18% of the school motivations of middle school students.

In the field of education, globally, teachers are recognised as important contributors in shaping learners’ interaction in a cooperative learning environment through effective lesson planning. There is a plethora of research conducted internally on lesson planning, as a critical instructional competency for good teaching and as a purposeful activity that precedes the delivery of instruction. This study aimed to explore Life Orientation teachers’ lesson planning incorporating a cooperative teaching and learning approach in secondary schools in De Aar, South Africa. The researchers adopted a mixed-methods phenomenological research design. Seven Grade 10 Life Orientation teachers were purposely selected to collect semi-structured interviews data, non-participatory observation, and document analysis. Data were analysed using inductive thematic analysis and supported with the literature review and the theory underpinning this study. This paper suggests an enactment between teachers’ subject and pedagogical content knowledge and instructional material. Lastly, it is also evident that many teachers lack knowledge, insufficient instructional resources, and an understanding of effective lesson planning to implement a cooperative teaching approach.

Individuals’ engagement with reading and maintaining it depends on personal motivations. Having a multidimensional structure, reading motivation is affected by intrinsic factors. Studies on reading motivation can make a significant contribution to identifying students’ intrinsic motivation profiles closely, encouraging them to read, and increasing their reading engagement. The present study aimed to determine the individual and socioeconomic variables predicting middle school students’ intrinsic reading motivations. Employing the predictive correlational design, the study was carried out with 459 students attending six different public schools in the city of Sanliurfa. The participants were determined by stratified purposeful sampling method. The study data were collected by the Intrinsic Reading Motivation Scale and the Personal Information Form. According to the hierarchical regression analysis results, all the models constructed in the study were significant. All of the variables explained the intrinsic reading motivation with a 22% variance explanation percentage. As a result, it can be said that the change observed in intrinsic reading motivation variance mostly stemmed from reading engagement (ΔR²=.12), family (ΔR²=.07), demographic characteristics (ΔR²=.03), and school (ΔR²=.01), respectively. It can be stated that the predictors of the intrinsic reading motivation determined in this study should be taken into consideration by educators.

The early phase is the decisive period for the teachers’ career. Intellectual styles (particularly thinking styles) play a vital role in teachers’ professional development. With the purpose of measuring thinking styles of teachers at the early phase, this study was designed to validate a revised inventory of thinking styles (TSI-R2) for pre-service and early career teachers. A sample of pre-service teachers (n = 248) were invited to join the pilot study and a sample of teachers with one year work experience (n = 252) participated in the main study. Exploratory factor analysis, confirmatory factor analysis and reliability analysis were performed. The results suggested that with slight modification, TSI-R2 was a reliable and valid instrument to measure thinking styles of pre-service teachers and early career teachers, which has some implications to enhancing teacher education and development.

The article focused on the use of assessment for learning in promoting active learning and learner participation in mathematics. Assessment for learning (AfL) has been found to enhance learning and improve performance. However, teachers’ use of AfL to enhance active learning has not been clearly outlined. This study is part of the broader research study that explored mathematics teachers’ use of AfL to enhance mathematics teaching and learning in primary schools in Alexandra Township, Johannesburg. A case study research-type and a qualitative approach were used to collect data from mathematics teachers. Nine teachers were purposefully selected from whom data were collected using semi-structured interviews and non-participant observation. The findings revealed that teachers had limited pedagogical knowledge in using AfL to promote active learning in their classrooms. They failed to apply a learner-centred approach that promotes effective learner participation in mathematics classrooms. Therefore, it is recommended that teachers undergo ongoing continuous development on classroom time management and planning for the effective use of AfL.