This research aims to prove the influence of teacher efficacy on learning quality with quantitative meta-analysis. The eligibility criteria in this study include: (a) The publication can be searched in Google Scholar, ERIC, DOAJ, Research Gate, and or ScienceDirect; (b) The publication is indexed in Scopus, WoS, SINTA (a portal indexing journal managed by the Ministry of Education and Culture of the Republic of Indonesia, equivalent to DOAJ and Index Copernicus), DOAJ, Index Copernicus, and at least they must be indexed in Google Scholar; (c) The topic of the studies must be relevant; (d) The studies must be carried out in the 2014-2023 year range; (e) The publication must have a value of (r), (t) or (F); (f) The studies have a magnitude of N ≥ 20. This study used the JASP application for data analysis. The results showed that: (a) the 40 studies analyzed were heterogeneous and normally distributed; (b) the influence of teacher efficacy on education quality is classified as strong (p < 0.05; rRE = 0.800); (c) publication bias was not detected. This study concluded that teacher efficacy has a strong influence on education quality.

Pedagogical content knowledge (PCK) consists of a set of understandings, knowledge, skills, and dispositions necessary for effective performance in specific teaching and learning situations. Using Scopus, EBSCO, and Web of Science databases, the study examines the progress of the PCK in science teacher education between 2011 and 2021. In total, 59 articles were reviewed, and 13 were selected according to the inclusion criteria. Among the findings, it stands out that the articles emphasize a series of tools used when teaching applied sciences, such as the use of educational technologies beyond the textbook or the integration of students' thinking. The articles state that PCK transcends subject knowledge and leads to subject knowledge for teaching. Finally, the literature has tried to answer how science teachers use PCK in the classroom, demonstrating strategies and practical value, both of which are vital for the functioning and application of their educational work.

The pedagogical and didactic guidance of teachers has been linked, in the relevant literature, to the school management’s adoption of the model of pedagogical leadership as well as to the assurance of a series of factors that influence it. This study aims at investigating the pedagogical role of the principal in Greek primary schools. Data were collected through an anonymous questionnaire completed by 133 Greek primary school head teachers. Results show that head teachers consider that their pedagogical role has mainly to do with the pedagogical climate, psychosocial and pedagogical guidance of the school unit. Additionally, the research results show that head teachers carry out their pedagogical role cooperating and communicating mainly with the members of the educational community of the school. Another noteworthy finding of the present study is that the factors that support head teachers in their pedagogical leadership role, are hard to exist in hierarchical educational realities such as Greece. The originality of the paper draws attention to the school's socio-economic environment, which significantly influences school leadership. Conclusions on the implications of the study are made and directions for future research are suggested.

Teacher well-being is a stimulating topic frequently appearing in studies over long periods. Teachers are typically exposed to stress that, when addressed, can lead to low morale and positively impact their work. This study examined the relationship between job satisfaction and well-being among preschool teachers in Selangor. We used a quantitative research method and correlational research design to test the hypotheses and answer the research questions. The current study involved 977 government preschool teachers selected using a cluster random sampling method. After data cleaning, a data set of 610 respondents was used for this study. This study used exploratory factor analysis (EFA) and confirmatory factor analysis (CFA) using AMOS for data analysis. SEM Analysis showed that job satisfaction positively influences teachers' well-being. However, our results also showed that the subconstruct of job satisfaction with students did not significantly influence preschool teachers' well-being.

Active learning (AL) techniques invite students to participate actively, either physically or mentally, in the learning process so that they can change their behavior efficiently to achieve great achievement. Still, there is insufficient knowledge concerning the dimensions of AL techniques for business subjects of secondary school students in Malaysia. Thus, the research’s goal is to assist in the determination of the instruments’ reliability to measure the AL techniques measurement scale for business subjects’ students using exploratory factor analysis (EFA) as well as reliability analysis. Moreover, this research conducted a self-administered survey among secondary school students who have taken business subjects as their elective subjects. From secondary schools in Negeri Sembilan, Malaysia, 123 respondents were randomly chosen for the sample. To measure the AL constructs, the study retained 30 items developed because no items have been omitted since the factor loading turned out higher than the 0.50 cut-off point and was used as a tool for data collection. Essentially, this research empirically validates the dimension which helps lead to AL techniques in business subjects that are improved, and the findings are particularly beneficial to secondary school students in Malaysia.

The iNaturalist application has been gaining traction in both biodiversity research and education. Increasingly more research is being carried out, looking into using the iNaturalist application in biology education, to promote biodiversity and educate students about this topic. We used the PRISMA systematic literature review method to examine research carried out using the iNaturalist application in biology education by searching Web of Science and Scopus, and including citizen science in the process. We searched through the iNaturalist forum, where users contribute research performed using iNaturalist. We found that an increasing number of articles have been published on this topic over the years. Researchers are using iNaturalist to improve BioBlitz activities, to enhance outdoor education activities, and to help make herbaria. Summarizing the work performed in this area, we suggest guidelines for including and preparing the iNaturalist application in a school context to be used by teachers and researchers alike.

This study investigated the influence of CThink4CS² Module on computational thinking (CT) skills of form four chemistry students. The CThink4CS² Module integrated CT with the Engineering Design Process (EDP) in chemistry class. This study utilized quantitative research methods and quasi-experimental design. Quantitative data were collected using the Computational Thinking Skill Test (CTST) which consisted of algorithmic reasoning, abstraction, decomposition, and pattern recognition constructs. A total of 73 students were in the treatment group (n=39) and control group (n=34). Experimental data were described by means of descriptive analysis and inferential analysis employing two-way MANOVA analysis. The results of the analysis indicated significant differences in CT skills between groups; students in the treatment group demonstrated better results compared to those in the control group. The paper provides insight into the integration of CT and EDP as effective pedagogical strategies for inculcating CT skills.

In teaching, students' representations could constitute an obstacle to the construction of scientific knowledge and are often considered stable cognitive structures whose organization is sought to be inferred through questionnaires and interviews. This study aims at identifying and analyzing high school students’ representations related to the concept of biodiversity. To meet this objective, a semi-structured interview and a questionnaire were used to collect data. 202 Moroccan students participated in this survey (46.5% from rural areas and 53.5% from urban areas of the "Direction Provinciale" of education of Guelmim city in Morocco). The results of the interview indicated that only 1.82% of the students gave a definition that consists of the three biodiversity dimensions, namely the species, the ecosystems, and the genetic diversity. The questionnaire results revealed a low to medium correlation between their representations and their acquired knowledge related to the concept of biodiversity dealt with in Moroccan school programs (from the discipline of "scientific activity" in the primary cycle and that of "life and earth sciences" in the secondary cycle). The results further indicated a low presence of supervised activities related to biodiversity within the school and therefore a low degree of influence on the students' representations. It was concluded that there was no effective transmission or adequate assimilation of the concept of biodiversity among the students surveyed.

Multicultural education is expected to improve the frameworks of educational institutions so that students from various ethnic, racial, cultural, and linguistic groups have equal academic accomplishment possibilities. It is essential for English as a foreign language (EFL) learners and teachers in Indonesia since English has its own culture. This research aims to comprehend the practices of multiliteracies in incorporating multicultural education in extensive reading classes. This investigation used a qualitative case study using observation and in-depth interviews to collect data from the lecturer. The results showed that the lecturer incorporated all aspects of multicultural education in multiliteracies practices using a novel. While generating cultural value from students’ life experiences, the researchers discovered content integration, knowledge scaffolding, equity pedagogy, bias degradation, and empowerment of school culture. Multiliteracies practices can serve as an innovative teaching technique to promote multicultural education. Additionally, EFL lecturers need multicultural learning materials to support this and to encourage students to think critically.

This qualitative study explored the possibility of implementing the happy school model (HSM) in the context of Vietnamese higher education, with a focus on the socio-cultural perspectives of nine tertiary English as a foreign language (EFL) teachers at different career stages. Through semi-structured interviews, thematic analysis, and theoretical underpinning by constructivist paradigm and humanistic education theory, the study illuminated multifaceted insights. Key themes emerged, including aligning the HSM with holistic student development, recognizing challenges and potential benefits, balancing traditional Confucian values, and adapting the model to Vietnam’s unique socio-cultural and economic landscape. The findings provide valuable guidance for educational innovation in Vietnam, highlighting complexities of aligning a new educational paradigm with existing practices and cultural norms. While the study’s focus on a specific cultural context and limited participant pool presents certain limitations, the insights offer rich contributions to the broader global dialogue on education and human development. Future research directions and practical implications are also discussed, making this study a valuable resource for educators, policymakers, and researchers interested in the intersection of universal educational principles and specific cultural contexts like Vietnam.

The review article presents an analysis of the literature on environmental literacy in sustainable development. By utilizing techniques to examine multiple documents published between 2013 and 2023, including citation analysis, co-authorship analysis, subject area analysis, and keyword analysis, this study aims to provide valuable information and insights into the research landscape surrounding environmental literacy and its contribution to promoting sustainable development. A systematic search was conducted to gather several scientific articles, conference papers, and publications from the Scopus database from 2013 to 2023. The findings of this analysis shed light on authors, influential institutions, and active research groups that contributed to the study of environmental literacy and sustainable development. This comprehensive review offers an understanding of the state of research in this field while identifying areas for further exploration and research gaps. The insights gained from this study can be highly beneficial for researchers, policymakers, and practitioners seeking to advance knowledge and take action toward promoting literacy's role in sustainable development. This analysis is a foundation for advancing our understanding of literacy's significance while emphasizing its vital role in sustainable development efforts.

Teachers' classroom practice encompasses diverse facets of teacher behavior. Understanding teachers’ classroom practice is important as the literature has been well documented its association with student, teacher, and classroom outcomes. Positive teacher-student relationships and proper classroom management, both are important aspects of teachers’ classroom practices, have been empirically linked to increasing student academic performance and reducing problem behaviors. This study explored patterns of teacher classroom practices across teacher-student relationships and classroom management and validated them using a person-oriented approach, k-means clustering, on three sets of data with over 600 participants. Using indicators of classroom assessment scoring system (CLASS), three distinct teacher profiles were identified: supportive, intermediate, and detached. Supportive teachers demonstrated high levels of teacher-student relationships and classroom management, while detached teachers showed low levels of both. Intermediate teachers fell between these two groups. The study also compared these profiles based on teacher self-efficacy, work stress, and classroom climate. Supportive teachers had the highest classroom climate scores, followed by intermediate and detached. Work stress was comparable for intermediate and supportive teachers, but both were lower than detached. No group differences were found for self-efficacy. This study contributes to the understanding of teacher behaviors with students in the lower grades.

Information and Communication Technology (ICT) brings modern learning approaches, forms and methods to education, and with them new opportunities for learning and teaching. The use of ICT in the classroom motivates students, enables them to participate, provides individualisation and differentiation, interactivity, and encourages creativity and critical thinking. Teachers play a very important role in this, as they are the ones who can provide students with a stimulating learning environment, including through the use of ICT. As Slovene (first language) is the subject with the most teaching hours in public primary schools in the Republic of Slovenia, we conducted an empirical study on the views of general and subject teachers of Slovene (N = 190) on the integration of information and communication technology in teaching. Teachers’ opinions were investigated through quantitative research. We found that teachers frequently use ICT in Slovene lessons, namely for repeating and consolidating learning material and for presenting new learning material, and that ICT is used most often in frontal forms of learning. Teachers mostly use LCD projectors, computers, interactive whiteboards, e-workbooks, audio recordings and videos. We also found that teachers are moderately satisfied with the available ICT equipment and e-materials, and that they feel moderately competent when it comes to using ICT in Slovene lessons. Teachers also used ICT during the COVID-19 epidemic. We also found that there are no statistically significant differences in the use of ICT between teachers teaching Slovene according to their teaching level, age and years of service.

This research concentrated on observing academic student teachers’ teamwork, especially its effectiveness and their attitudes to collaboration and transformation, as well as their reflective, written self-assessments in relation to teamwork. Teams have been studied widely, but these kinds of special contexts are rare. The target group was higher education teachers, the context was an introduction of a new pedagogical program, and the teams acted under the guidance of mentors and occasional lecturers. Besides the content analysis, the study method was a deep analysis of the essays. The most effective positive influencers proved to be social exchanges, including mentoring, peer support, input for learning and the experiences of wellbeing. Individual distrust of working methods in teams, and emotional suspicions of their self-efficacy in transformational settings emerged as latent factors, revealing mainly the difficulty of changing traditional mindsets. The analyses offered individual and community-wide opportunities to steer education in the future.

This paper examines how peer mentoring strengthens teaching practices in Regular Basic Education considering the changes undertaken since the COVID-19 pandemics. Peer mentoring is an in-service teacher training strategy that includes mutual collaboration, learning and monitoring. In this systematic review, we retrieved 24 articles since 2020 from Scopus (8), Web of Science (8), Dialnet (5), Google Scholar (2) and SciELO (1) to find out about the benefits of peer mentoring. Our review was guided by the PRISMA criteria. We found that educational companionship has a positive impact on reducing knowledge gaps regarding new technologies through the exchange of experiences, promotes openness to criticism, as well as the interest in learning and unlearning, supporting learning self-regulation, and guarantees consultation, reflection, and agreement between members of the teaching communities. We conclude that peer mentoring fulfilled, to a large extent, its purpose of improving teacher performance as one of the keys to educational quality.

The computing and creative skills of students in Indonesia are still low since the government has not focused on student creativity and computational empowerment programs. This research aims to develop a science, technology, engineering, art, mathematics, and reflection (STEAMER) hybrid learning project model for teachers' creative and computational thinking abilities, as well as analyze elementary school teacher candidates' perceptions of the use of STEAMER hybrid learning model to improve teachers' creative and computational thinking abilities. This research is development research with an analysis, design, development, implementation, and evaluation (ADDIE) model. The instruments used in this study were questionnaires and interviews with experts, lecturers, and elementary school teacher candidates. The research was conducted at eight universities in Indonesia with a total sample of 100 elementary school teacher candidates. Through quantitative and qualitative data analysis, the research results have developed the STEAMER hybrid learning project model based on learning theory, syntax, social systems, support systems, and the instructional impact of learning models. The results of the validation show that the developed learning model is feasible in terms of model, material, media, and language experts. The model is suitable for elementary school teacher education. Furthermore, based on the perceptions of the teacher candidates, it is stated that the STEAMER hybrid learning project can develop the ability of the teacher candidates to think creatively and computationally.

Teachers’ access to technology in this day and age could have a positive effect on the teaching and learning of English first additional language (EFAL). This qualitative interpretive case study explored how limited access to technology resources affects the teaching practices of Intermediate Phase EFAL teachers in rural schools in Limpopo, South Africa. This study, underpinned by the Technology Acceptance Model (TAM), conducted semi-structured interviews to collect data from ten EFAL teachers who were purposively sampled. Thematic analysis was used to analyse the data. The study revealed that three of the ten EFAL teachers sampled integrated technology into their teaching despite challenges such as insufficient projectors, lack of learners’ smartphones and data bundles, and Internet connectivity. However, the other seven sampled participants did not use technology, citing a lack of digital tools and knowledge as a contributing factor. The study concludes that the lack of resources contributed to limited or no use of technology and the motivation to integrate technology into their lessons. Based on these findings, it is recommended that technological resources that can help EFAL teachers with digital teaching be made available so that they can integrate them to assist learners in developing language skills. Furthermore, in-service training and ongoing support should be provided to EFAL teachers to give them knowledge and skill to use available technology resources effectively.

The study investigated the effects of utilising English as the primary teaching language on the academic development of Grade 4 (Gr4) learners, specifically focusing on the Life and Living (L&L) component of Natural Sciences (NS). Gr4 learners commonly transition to English as the Language of Learning and Teaching (LoLT), relegating native languages such as Sesotho to mere study subjects. This shift often results in comprehension and retention challenges, hindering students' academic achievements. By employing a quasi-experimental research design, the study used a purposefully selected sample of 80 Gr4 students from two primary schools. The control group (45 learners) received English instruction from Grade R to Grade 7, while the experimental group (35 learners) switched from Sesotho to English in Gr4. Both groups underwent pre-tests and post-tests, revealing statistically significant differences favouring the experimental group. These findings support the research hypothesis that introducing English as the LoLT as early as Grade R has a significant impact on learners' performance, particularly in NS. It is recommended that English be adopted as a medium of instruction for NS, as this better prepares students for future academic challenges.

In today's uncertain world events, it is necessary to promote volunteering from early education. Therefore, it is important and necessary to introduce such extracurricular activities from the first grade of primary school. In the Republic of Croatia, there are various humanitarian organizations that gladly accept any kind of help. Therefore, we need to find teachers who will use their influence to motivate children for humanitarian action and make them aware of the importance of empathy and helping others on a daily basis. This study shows the activities of first-graders to fourth-graders of primary school in the Republic of Croatia. The school curricula in 21 Croatian counties were randomly analysed, and the results are represented in this study. The results show that teachers who organize volunteer activities for their students have a greater level of agreement with the statements that a positive attitude of teachers about volunteering encourages volunteer activities in school. It also helps to enrich the school prevention program by establishing a volunteer club within the school, where volunteering should be encouraged in the classroom class. Volunteering should be encouraged at the school's Student Council, and volunteering should be planned in the school curriculum for participants who do not organize volunteer activities for their students. It can be concluded that teachers have positive attitudes about volunteering within the school. However, participants show significant differences in attitudes regarding gender and personal experience of volunteering.

This study examines the impact of digital tools on fraction comprehension among 5th-grade students with learning difficulties in mathematics. It assesses the effectiveness of three teaching methods: educational software, video tutorials, and their combination. The research involved 252 students from 8 state-funded elementary schools, employing a quantitative experimental design with pre- and post-test assessments. Grounded in Constructivist Learning Theory and Technological Pedagogical Content Knowledge (TPACK), this research explored how technology can enhance mathematical understanding. Results indicated that the combined method achieved the highest improvement (58%, p < .001, Cohen’s d = 3.03), significantly outperforming educational software alone (33%, p = .015, Cohen’s d = 2.52) and video tutorials alone (7%, p = .987, Cohen’s d = 0.14). These findings highlight the substantial benefits of integrating diverse digital tools to effectively support mathematics learning among students facing additional educational challenges.