Various studies have shown that teachers are subject to an increased stress level and the associated physical and psychological consequences. In this article, the possibilities of coping of stressful situations in everyday school life are systematized. In addition, the knowledge and usage of available programs and trainings for coping with stress at school in German-speaking countries will be assessed. This is a descriptive study based on a survey of 32 teachers. Effects due to contextual variables (gender, school type, and work experience) were examined. The results indicate that only a few of the programs surveyed are known and used in schools. Effects in connection with the gender of the teachers as well as their professional experience could not be determined. Instead, significantly more special education teachers knew and used programs to strengthen protective context factors (school type effect). The fact that a high proportion of teachers are unaware of and do not use available programs, despite their high importance for healthy coping with personal job demands, suggests deficiencies in teacher education and training. In addition, lack of resources at schools may be limiting. The successful management of stressful situations must not be seen as a task for individual employees; rather, systemic solutions must be found. Particularly due to the increased stress experienced by teachers in connection with the COVID-19 pandemic, aspects of health promotion in schools should play a significant role. The aim must be to provide more detailed information about stress management approaches in schools and to support their implementation.

During the period of the Coronavirus disease (COVID-19), the boundaries between the home and the school as study spaces were blurred. School studies entered the home, with the parents present and observing their children’s e-lessons and the teachers’ teaching methods. The purpose of the current study was to explore the explicit and implicit attitudes of the lesson partners: teachers, parents, and students, to e-learning. The study explores whether and to what degree the attitudes of teachers, students, and parents to e-teaching are compatible, and what are the implications for the future. The study shows that although in recent years the relationships between parents and the school and between teachers and students have waned, with regard to the separation of authorities between the home and school, the period of the COVID-19 crisis clarified the need to enhance the relationship and cooperation between the home and the school as two meaningful study spaces for independent learners. The research findings raise the paradox that not only does technology not increase the distance rather it has the potential to strengthen the relationships between parents, teachers, and the school. The study points to the need to prepare holistic guidance sessions and professional development courses.

Despite findings in the literature on its significance, the acclimatization of teachers into school units is not well organized. Hence, many newly appointed teachers fell as a “foreign body” into school, they do not interact with the other members of staff and they are not actively engaged in school life. This study aims to explore the factors involved in social behavior (collegial relations) among members of the educational community. These factors may affect the acclimatization/reception of teachers who, regardless of their teaching experience, are called to teach for the first time in a new school environment. According to the findings, it is essential the attitudes of teaching staff, in matters of cooperation, to be transformed and a collegial climate in schools to be established. To this end, fostering empathy among teachers through educational activities and enhancing opportunities for cooperation and teamwork inside and outside the classroom would be of significant contribution.

This study explores the relationship among the internal locus of control, entrepreneurial alertness, entrepreneurial opportunity recognition, and entrepreneurial intentions of college students. The scales of internal locus of control, entrepreneurial alertness, entrepreneurial opportunity recognition, and entrepreneurial intention have been used to conduct a questionnaire survey among 921 undergraduates from four universities in China. The results show four key findings. First, the internal locus of control has a positive and significant impact on entrepreneurial intention. Second, entrepreneurial alertness plays a mediating role in the relationship between internal locus of control and entrepreneurial intention. Third, entrepreneurial opportunity recognition plays a mediating role in the relationship between the internal locus of control and entrepreneurial intention. Finally, entrepreneurial alertness and entrepreneurial opportunity recognition have a chain mediation effect on the relationship between the internal locus of control and entrepreneurial intention. The study proposes suggestions and future research directions based on the research results, serving as a reference for entrepreneurial education and entrepreneurship planning of college students.

Lecturers have different perceptions of the effect of internal continuous assessment (ICASS) on students at tertiary vocational education and training (TVET) colleges. This qualitative multiple case study explored computer practice module lecturer’s experience of internal continuous assessment (ICASS) in three KwaZulu-Natal TVET colleges. Six lecturers were purposively selected from three KwaZulu-Natal TVET colleges. Drawing from an interpretivist perspective, constructivist theory entailing cognitive and social constructivism guided this study. Data were collected by means of semi-structured interviews and document analysis. Collected data were transcribed, categorized into codes and themes emerged using thematic data analysis method. The findings revealed that it was difficult to complete the curriculum due to limited time and assessments methods were limited and did not meet the diverse needs of students. Lecturers had to work beyond the set assessment schedules to cater students who missed or scored below average marks. Moderation and assessment feedback were not considered as a critical aspect in the ICASS. Coronavirus disease (COVID-19) crisis hindered the successful implementation of the ICASS. It is recommended that the policy makers should insist TVET college managements to offer specialized in-service training for lecturers’ professional development and upgrade the infrastructure and equipment. Time should be set for teaching activities to enhance effective learning so that extra lectures can be offered to students with limited or no previous computer knowledge and encourage them to follow the comments by lecturers as a corrective assessment feedback. It is concluded that lecturers should use diverse assessment methods to improve students’ ICASS.

This study aims to determine the expectations of university students on the part of the Higher Education System and to what extent these expectations are met. Phenomenological approach, which is counted among qualitative research models, was utilized as the research model. The data obtained from student interviews were analyzed by content analysis. Findings were presented as themes and categories. The research participants consist of 21 students studying at different universities and programs in the 2020-2021 academic year. This study ascertained that the opinions of participating students in terms of themes, categories and codes and their satisfaction levels vary depending on the university they attend. Students expect from the Higher Education System that it enables them to get to their dream job, curricula and materials based on their needs, qualified lecturers, a foreign language education, academic freedom, a democratic environment, equal opportunities in education, an substructure, socio-cultural and physical-material opportunities, international interaction, practice-oriented opportunities for training/internship and participation in administration. The faculty or program choice is highly determined by the condition of a country, the gained scores in the central examination system, surroundings, offered orientation assistances in secondary education, the quality-perceptions of students related to universities, acquisition of employment and the sufficiency of universities to acquire a profession. Findings of this research made clear, that the level of The Higher Education System responding to the expectations of the students differs according to the possibilities of universities.

This study examined the effect of Yunnan’s ethnic minority college students’ acculturation on their academic achievement under the risk of the Matthew effect. Additionally, the role played by learning motivation in the relationship between ethnic minority college students’ acculturation and academic achievement was explored. A total of 403 valid questionnaires were collected from four areas in Yunnan province, China. Consequently, the Acculturation Scale, Academic Achievement Scale, and Learning Motivation Scale were used for measurement materials. These items of scales were evaluated on a five-point Likert scale ranging from 1 (strongly disagree) to 5 (strongly agree). SPSS (statistical package for the social sciences) and AMOS (analysis of a moment structures) softwares were used for data analyses. In addition, items were analyzed through item analysis, confirmatory factor analysis, reliability analysis and regression analysis. These results indicated that ethnic minority college students with low acculturation and learning motivation or high acculturation and low learning motivation can become objects of the Matthew effect. However, this study also observed that in certain students, high acculturation and high learning motivation can prevent the Matthew effect. Thus, high acculturation is crucial for improving academic achievement in ethnic minority college students. A level of high learning motivation is a powerful moderator promoting the academic achievement of students with high acculturation.

Evaluation of the K-13 curriculum (2013 Curriculum) on the value of the national mathematics examination “Nilai Ebtanas Murni” (NEM) in every State Junior High School needs to be carried out thoroughly in order to improve the quality of education. This study uses spatial analysis to evaluate the curriculum and determine the development of NEM scores in the school year. Furthermore, the kriging interpolation method via surfer software was used to generate scores. The results showed that the 2015 K-13 mathematics curriculum did not give good results based on the 36-68 NEM score interval for the entire Pekanbaru area. In addition, the curriculum only gives good results for a small area in the north and south. In 2016, the curriculum which was accompanied by the entry of the new education unit level curriculum “Kurikulum Tingkat Satuan Pendidikan” (KTSP) showed a significant change in the NEM value. Although most of these areas experienced an increase in scores, the intervals still ranged from 36-68. The total revision of the K-13 curriculum carried out and used in 2017 showed a significant increase in scores for all regions with an interval of 68-84 scores. In conclusion, this study shows that the revision of the K-13 curriculum is the right step to produce quality mathematics learning.

Learning engagement is one of the most important issues facing online learning, which has many distractions beyond the teacher’s control and management. This study examined teachers’ observations of their students’ engagement in online learning and their efforts to engage them. Teachers can evaluate different factors and conditions that affect students’ perceptions, engagement, motivation, and achievement. Language learning is influenced by several factors, such as teachers’ rapport and interaction with their students, students’ interaction and collaboration, and their engagement with social activities in learning situations. This qualitative multi-case study collected data from five language teachers by semi-structured interviews, teachers’ self-reports, and observational notes about their experiences of students’ engagement in their online lessons. It lasted for 15 teaching weeks in a Saudi intermediate school during the second semester of 2020-2021. The thematic analysis results in four main categories; (a) teachers’ challenges, (b) students’ responsibilities, (c) environment and system, and (d) attitude and excuses. These categories are built on 11 themes that provide insights into the factors, challenges, and threats, which influence learning engagement in online courses for teachers and students. The study recommends some techniques to maintain the learning engagement and provides some suggestions for future research.  

This research’s aim was to explore the role of cognitive flexibility in mediating the effect of intrinsic motivation on the creativity of junior high school students. A creativity scale, an intrinsic motivation inventory and a cognitive flexibility inventory were utilized to investigate a sample of junior high school students in Shaanxi Province in western China. 765 valid questionnaires were collected and analyzed using the structural equation model (SEM). The SEM analysis showed that intrinsic motivation and cognitive flexibility have significantly positive impacts on junior high school students’ creativity. Furthermore, a full model revealed that cognitive alternatives and cognitive control mediate the relationship intrinsic motivation and creativity, and the mediation effect of cognitive alternatives is significantly greater than that of cognitive control. In general, the current research suggests that the impact of intrinsic motivation on junior high school students’ creativity is mediated by cognitive flexibility, and its results amplify prior scholars’ research results and give educators an inspiration how to cultivate creativity for the middle school students.

Taiwan has been promoting its national health insurance (NHI), which provides people with appropriate medical resources; however, health insurance education is missing from schools, and teachers lack relevant teaching abilities. This study describes the development of the health insurance education empowerment program (HIEEP) to promote effective teaching on educators. A two-group parallel-controlled trial was conducted with health education teachers, in which participants learned to discuss its importance through demonstration and practice. The questionnaire measured their teaching effectiveness in HIEEP using a baseline measurement and a one-week follow-up measurement. Of 196 people that started the trial, 186 completed it. The intervention effects were evaluated using the Johnson-Neyman method. The results showed that in the experimental group, the program raised all teachers’ variable scores, which evaluated health insurance meaning, teaching competence, self-determination, and impact. The empowerment program can provide teachers will allow for more effective health insurance education.

The importance of literacy is a competency requirement that must be possessed by students to face competition in the 21st century. This is directly related to the extent to which students' scientific thinking processes understand and solve problems. This study aims to describe how literacy is trained in learning in junior high schools. The approach used is a qualitative approach with the type of phenomenological research. The participants in this study were 5 junior high school teachers who teach in the Special Region of Yogyakarta. Data was collected through virtual interviews with the help of the Google Meet platform. The data analysis model used is the model of Bogdan and Biklen with data collection procedures, data reduction, verification and conclusion. The results showed that literacy was trained on students with the habit of reading textbooks for 15 to 30 minutes every day by reporting their readings in student journals, teacher efforts in changing project and problem-based learning methods and strategies according to student conditions, and teacher habituation in providing HOTS level questions to train students' critical thinking processes, balance theoretical understanding and understand the surrounding environment.

Teacher professionalism is needed for quality education. The current practice for increasing teacher professionalism is to use skill applications. However, the implementation of skill applications has, in fact, not succeeded in significantly increasing teacher professionalism. This study aims to explain the importance of an effective skill application model coupled with a comprehensive approach to raise the level of teacher competence. This study is qualitative with its data derived from observations, interviews, and questionnaires. The paper's research findings show that existing programs are not sufficiently enhancing teacher competencies and professionalism. Various teacher professional development activities are conducted; however, there has been no continuous post-activity follow-up. These professional development activities tend only to fulfill the administrative requirements for teacher promotion. What is needed is a comprehensive and continuous teacher professionalism assessment model, which is underpinned by a system of mentoring. This study has implications for evaluating the teacher's professional competencies. More comprehensive skill applications need to be formulated as part of an integrated, sustainable, and mentoring [terpadu, sustainable, pendampingan-TSP] approach to develop teacher professionalism significantly.

This study aimed to determine the influence of critical thinking skills on misconceptions using a five-tier instrument in mixed-method research. The sampling technique used is simple random sampling. The data collection instrument used a critical thinking skills questionnaire, a misconception test of electric field material, and interviews. Data collection begins with quantitative data, providing a misconception test sheet and a critical thinking skills questionnaire. After that, the researcher took qualitative data in the form of interviews to strengthen data that had been obtained previously. Then from the results of the regression coefficients, there is an influence of critical thinking skills on misconceptions. The descriptive results of critical thinking skills data show that the mean of critical thinking skills is 68.50, which means that students' critical thinking skills are in a good category. Then from the results of the regression coefficients, there is an effect of critical thinking skills on a misconception, with the probability number obtained being significant. The limitations of this study are only to identify and see the impact.

A transition from pre-service training programs to teaching is a dramatic and somehow painful experience for novice teachers. The question is what difficulties novice teachers face and how they negotiate their professional identity to cope with difficulties and find joys in their career. This study is aimed to investigate novice teachers’ professional identity reconstruction, from their imaged-identities to their practiced identities. The use of semi-structured interviews collected data from four Vietnamese English as a foreign language (EFL) novice teachers. According to the data, cue-based was the most common type of novice teachers’ imagined identity. Regarding the practiced identities, the interviewees reported different professional identity reconstructions in the first five years of teaching practice. The participants’ excerpts enlisted some challenges that the novices faced such as students’ learning attitudes, working environments, or unorganized colleagues. Based on the research findings, some solutions were proposed in order to help novice teachers get through their difficult times at the very beginning of their career.

This work describes the design and validation of a questionnaire to assess the expectations of higher education professors regarding virtual education (CEDVES). The sample included 546 professors, 299 men (54.66%) and 247 women (45.23%), from different scientific disciplines of a university in Chile. The final version consisted of 38 items answered using a five-point Likert scale. Nine factors were identified from the exploratory factor analysis. This configuration accounts for 75% of the variance. The structure of the instrument was studied using confirmatory factor analysis. It was found that nine factors produced a good fit, derived from a hierarchical solution in which all these factors depend on a factor of second general order. Each of the scales, like the general factor, present good indicators of reliability. The analysis indicates that this questionnaire has adequate validation and could be broadly used in higher education.

This study aims to develop a learning model based on 4C skills to improve high school students’ mathematical critical thinking skills. Research & development is the design used in this research by applying Plomp’s development theory which consists of three phases, namely needs analysis, design and implementation, and evaluation. This research was conducted at Madrasah Aliyah Negeri 2 Parepare, South Sulawesi, Indonesia involving five experts, four teachers, and 20 students. Data collection and analysis were carried out qualitatively and quantitatively. Analysis of interviews’ data and observations qualitatively with the thematic analysis technique. We also analyse data from validation sheets, questionnaires, and mathematical essay tests with the help of SPSS 20.00. The results show that students and lecturers need a learning model to improve mathematical critical thinking skills. In addition, other findings stated that the learning model developed was proven to be valid, practical, and effective to be used in general. Developing your learning model can further improve students' learning outcomes and mathematical critical thinking skills because they are designed based on the actual needs and problems. For this reason, a teacher must be able to design his learning model.

The purpose of this study was to increase student activity and learning outcomes by applying peer tutor learning methods combined with interactive case methods in online learning mode through Electronic Learning Aid (ELENA) and Zoom meeting. This study was carried out with a classroom action research (CAR) design in three cycles of implementation. This study was carried out in the even semester of 2020/2021 in the Cost Accounting course. Data collection methods used are documentation, observation, and tests. Student learning activities in online learning through ELENA and Zoom meetings have been recorded to show changes and improvements in the quality of student learning activities. The data analysis method used is quantitative descriptive analysis. The application of the peer tutor learning with the interactive case methods has been going well through the Zoom meeting and ELENA and is able to have an impact on student activities and learning outcomes in the Cost Accounting course. The increase in student learning activities can be seen in the increased ability of students to ask questions, provide responses or answers, and express opinions or ideas during lectures. Student learning outcomes also experienced a significant increase, which was 7.5%. Students who act as tutors can carry out their duties well.

The teaching method is one of the main aspects to make a huge contribution to the success of any education system, and project-based teaching (PBL) is an important aspect to contribute to the success of education also. This research was conducted through a review of project-based teaching that has been used in the education system of Vietnam, including a sample, and setting that included imperial and theoretical literature selected from the fields of education. Findings show that this method has been applied to various sectors of education, from kindergarten education to higher education, in many disciplines and subjects, in schools and educational settings, and has become more widely popular than ever. This method, however, has its drawbacks because it takes time to master and teachers need more skills to manage the learning atmosphere. This method has been commonly accepted as one that can help teachers and learners understand more and get more benefits in the learning and teaching process.

This study aimed to investigate the influence of innovation leadership on teacher commitment through organizational culture as a mediating variable. A quantitative approach using the survey method was used, and the sample was selected using proportional random sampling. The respondent consisted of 180 teachers from public vocational schools in Magelang. In addition, data were collected by questionnaire and analyzed by a structural equation model (SEM). The result showed that innovation leadership influenced organizational culture with a t-value of 2.95 > ttable (1.98) at .26. In contrast, organizational culture influenced teacher engagement with .27 and a t-value of 3.10 > ttable (1.98). Innovative leadership directly affected teacher commitment at .31 with a t-value of 3.41 > ttable (1.98) due to organizational culture being a mediating variable at .07. The overall influence on teachers' commitment through the organizational culture is .38. The analysis results explain that organizational culture can successfully mediate the relationship between innovation leadership to teachers' commitment. Therefore, these variables can be developed and implemented in schools to increase student achievement quality.