scholarly journals Student Misbehaviour and Teacher Coercion. A Comparative Study of Contextual Factors in Primary and Secondary Education Teachers

2020 ◽  
Vol 17 (24) ◽  
pp. 9429
Author(s):  
Santos Orejudo ◽  
Juan-José Navarro ◽  
Eva Vicente ◽  
María Jesús Cardoso
Keyword(s):  
Secondary Education ◽  
Structural Equation ◽  
School Level ◽  
Equation Modeling ◽  
Teacher Competence ◽  
Contextual Variables ◽  
Teacher Perspective ◽  
Primary And Secondary Education ◽  
Close Relationship ◽  
Education Levels

This study analyses the relation between student misbehaviour and teacher coercion from a teacher perspective by taking further contextual variables into account. Our participants were 480 male/female secondary education and 351 primary education teachers from the Spanish Autonomous Community of Aragón (Spain). This study forms part of the 2017 Coexistence Study in Aragón Education Centres. According to the theoretical framework and the SEM (structural equation modeling), the results revealed a close relationship between student misbehaviour and teacher coercion, although other contextual variables also appeared in the regression equation: in coexistence rules and in teacher competence. We ultimately found a certain degree of difference between the primary and secondary education levels. On the secondary school level, teacher conflicts were associated with student misbehaviour, while coexistence rules and participative and inclusive activities predicted teacher coercion. Conversely, on the primary school level, participative and inclusive activities predict a lower frequency of student misbehaviour, while teacher competence predicts a lower frequency of teacher coercion.

El acceso a la función pública docente en Educación Infantil, Primaria y Secundaria

2020 ◽  
pp. 138-159
Author(s):  
Goiatz Aramendi Lekuona ◽  
Pello Aramendi Jauregi
Keyword(s):  
Secondary Education ◽  
Teaching Strategies ◽  
Civil Service ◽  
Self Regulation ◽  
Learning To Learn ◽  
Primary And Secondary Education ◽  
Theoretical Part ◽  
Close Relationship ◽  
Attention To Diversity ◽  
Diversity Evaluation

The research presented below aims to describe and analyse the teaching strategies and supports obtained by teachers in the province of Gipuzkoa who sit competitive examinations to access the teaching civil service in Infant, Primary and Secondary Education. This study opted for a sequential explanatory design with 469 candidates. Teachers who have passed the official examinations placed special emphasis on the first test (theoretical part and practical exercise), took into account the criteria of evaluation of the examinations and prioritised issues such as attention to diversity, evaluation, the competence of learning to learn, self-regulation of learning and the design of teaching units. In addition, they received valuable help from relatives, people linked to teaching with whom they have a close relationship, and work colleagues.

Pengaruh Kompetensi, Motivasi dan Kinerja Guru serta Fasilitas Sekolah terhadap Keberhasilan Siswa dalam Menuntut Ilmu Melalui Proses Pembelajaran di Yayasan Pembangunan Ar-Ridho Kota Depok

2020 ◽  
Vol 2 (1) ◽  
pp. 51-70
Author(s):  
Nurul Hamidah
Keyword(s):  
Student Success ◽  
Learning Process ◽  
Structural Equation ◽  
Teacher Performance ◽  
School Facilities ◽  
Primary Data ◽  
Equation Modeling ◽  
Teacher Competence ◽  
Validity And Reliability ◽  
Teacher Competency

ABSTRACT The purpose of this study is to discuss and analyze the Effect of Competence, Motivation and Teacher Performance and School Facilities on Student Success in Studying Knowledge Through the Learning Process at the Ar-Ridho Development Foundation, Depok City           Methods and Types of data in this study, are quantitative data obtained through the results of a survey of students. This study uses primary data that is data obtained directly from respondents who filled out and developed the questionnaire through the Learning Process at the Ar-Ridho Development Foundation, Depok City. With a student population of approximately 1,508 students. The sample of this study was 125 students and alumni. Test the validity and reliability using SPSS 24.0. The statistical method used to test the hypothesis in this study uses the multivariate Structural Equation Modeling (SEM) technique with the software used is AMOS 18.           The results of the research and testing of hypotheses that have a significant effect are as follows: 1. Teacher competence has no significant effect on the learning process. 2. Motivation does not significantly influence the learning process. 3. Teacher performance has a significant effect on the learning process. 4. Facilities have a significant effect on the learning process. 5. Competence does not significantly influence student success. 6. Motivation does not significantly influence student success. 7. Teacher performance does not significantly influence student success. 8. Facilities have a significant positive effect on student success. 9. The learning process has a significant effect on student success. Keywords: Teacher Competency (X1), Teacher Motivation (X2), Teacher Performance (X3), School Facilities (X4), Learning Process (Y1), Student Success (Y2)  

End-Users’ Acceptance of Biometrics Authentication to Secure E-Commerce within the Context of Saudi Culture

2013 ◽  
pp. 1356-1376
Author(s):  
Fahad AL Harby ◽  
Rami Qahwaji ◽  
Mumtaz Kamala
Keyword(s):  
Structural Equation ◽  
Large Scale ◽  
Sem Analysis ◽  
Equation Modeling ◽  
Factors Affecting ◽  
Moderating Variables ◽  
Use Of Technology ◽  
Moderating Factors ◽  
Education Levels ◽  
Scale Experiment

This book study presents recent findings from an ongoing cross-cultural study exploring the acceptance of a new security method based on biometrics authentication systems to be applied to an e-commerce application within the context of Saudi culture. The aim of the study was to explore factors affecting users’ acceptance of biometrics authentication system. The authors conducted a large scale experiment of 306 Saudis using a login fingerprint system and examined a proposed conceptual framework based on the Unified Theory of Acceptance and Use of Technology (UTAUT) with moderating variables. The findings from Structural Equation Modeling (SEM) analysis indicate that education levels are significant moderating factors, while gender and age do not record as significant. The findings of this study propose the need to take cultural background and disposition into consideration when applying biometrics technology.

scholarly journals Psychometric properties of the Italian version of the Experience in Close Relationship Scale 12 (ECR-12): an exploratory structural equation modeling study

2019 ◽  
Vol 22 (3) ◽  
Author(s):  
Agostino Brugnera ◽  
Cristina Zarbo ◽  
Benedetto Farina ◽  
Angelo Picardi ◽  
Andrea Greco ◽  
...  
Keyword(s):  
Structural Equation Modeling ◽  
Coping Strategies ◽  
Psychometric Properties ◽  
Structural Equation ◽  
Well Being ◽  
Equation Modeling ◽  
Attachment Avoidance ◽  
Italian Version ◽  
Exploratory Structural Equation Modeling ◽  
Close Relationship

The Experiences in Close Relationship Scale (ECR) is one of the most commonly used self-report instruments of adult attachment and has been widely adopted in psychotherapy research. Composed of two subscales, namely Attachment Avoidance and Anxiety, the ECR was recently shortened to a 12-items version, called the ECR-12. Given the importance of extending knowledge on its applicability in understudied populations, our aim was to validate the ECR-12 in a large sample of Italian native-speakers. A total of 1197 participants (73.2% females; mean age=28.53±11.37 years) completed the ECR-12. Each participant also completed other measures of attachment, psychopathology, interpersonal distress, coping strategies, and well-being. An Exploratory Structural Equation Modeling analysis showed an excellent fit of the data, providing support for the two-dimensional orthogonal structure of the ECR-12. In addition, the measurement model was invariant across genders. Both attachment anxiety and attachment avoidance subscales demonstrated good internal reliability, with McDonald’s Omegas and Cronbach’s Alphas above the suggested 0.8 cut-off. Finally, the Italian version of ECR-12 showed adequate convergent, concurrent, and divergent validity. Highly anxious individuals reported the highest levels of maladaptive interpersonal functioning and coping strategies, resulting in lower well-being. Interestingly, both attachment insecurity dimensions predicted higher levels of psychopathology, even after controlling for demographic variables and levels of self-reported relational difficulties. Given the good psychometric properties of the ECR-12, researchers and practitioners in Italy are encouraged to adopt the ECR-12 in their future research on adult attachment in psychotherapy.

The relationship between principal leadership and teacher collaboration: Investigating the mediating effect of teachers’ collective efficacy

2020 ◽  
pp. 174114322094569
Author(s):  
André Meyer ◽  
Dirk Richter ◽  
Viola Hartung-Beck
Keyword(s):  
School Improvement ◽  
Collective Efficacy ◽  
Principal Leadership ◽  
Teacher Collaboration ◽  
Structural Equation ◽  
Mediating Effect ◽  
School Level ◽  
Equation Modeling ◽  
Support Teacher ◽  
The Relationship

Empirical research considers teacher collaboration to be an important predictor of outcome variables at the student, teacher, and school level. Principals are responsible for shaping teachers’ work environments, and in doing so, they can strengthen and support teacher collaboration. Drawing on social interdependence theory, we hypothesized that teachers’ collective efficacy has a mediating effect on the relationship between principal leadership and teacher collaboration. We collected data from 630 teachers in 29 primary and secondary schools in Germany and found, based on structural equation modeling, that principal leadership had a significant indirect effect on teacher collaboration, mediated by teachers’ collective efficacy. We discuss the implications of these results for supporting school improvement.

scholarly journals Extended-Family Talk about Sex and Teen Sexual Behavior

2019 ◽  
Vol 16 (3) ◽  
pp. 480 ◽  
Author(s):  
Jennifer M. Grossman ◽  
Alicia D. Lynch ◽  
Amanda M. Richer ◽  
Lisette M. DeSouza ◽  
Ineke Ceder
Keyword(s):  
Sexual Behavior ◽  
Risky Sexual Behavior ◽  
Structural Equation ◽  
Extended Family ◽  
Sexual Partners ◽  
Equation Modeling ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Parent Communication ◽  
Close Relationship

Research shows that family communication about sexuality can protect against teens’ risky sexual behavior. However, few studies assess talk with extended family about sex or how this communication relates to teens’ sexual behavior. The current study includes cross-sectional survey data from 952 adolescents. Structural equation modeling (SEM) was used to assess associations between teens’ sexual risk behaviors and communication with extended family about protection methods, risks of sex and relational approaches to sex, defined as talk about sex within a close relationship. For sexually active teens, talk about protection methods was associated with fewer sexual partners and talk about risks of sex was associated with more sexual partners regardless of teen gender and the generation of extended family with whom teens talk. Results suggest that extended-family talk about sex may influence teens’ sexual behavior independent of effects of teen–parent communication. However, the direction of the effect depends on the content of the conversations. These findings suggest the need to explore whether and how extended family could be included in health prevention and intervention programs, because programs which include family largely focus on parents.

scholarly journals PENGEMBANGAN MEDIA PEMBELAJARAN MATEMATIKA SMP UNTUK MENGONSTRUKSI VOLUME BANGUN RUANG

2019 ◽  
Vol 2 (1) ◽  
pp. 42-48
Author(s):  
Syofni
Keyword(s):  
Secondary Education ◽  
Education Level ◽  
Development Research ◽  
Volume Formula ◽  
Primary And Secondary Education ◽  
Education Levels

This research is the development research, which aims to develop a formula for constructing props volume beams and tubes that can be used in primary and secondary education levels. This research has resulted 1) A set of props to construct formulas accompanied beam volume usage procedures, 2) A set of props to construct the volume of the tube with the procedures used. The process begins with the development of props issue of lack of teachers ability (participants PLPG 2013) to describes the process of formation of the volume formula beams and tube, then researchers design and make the props, then performed the validation and testing. The results of the validation state that props valid for use in primary and secondary education level.    

From Principals to Teachers to Students: Exploring an Integrative Model for Predicting Students’ Achievements

2020 ◽  
Vol 56 (5) ◽  
pp. 736-778 ◽  
Author(s):  
Mowafaq Qadach ◽  
Chen Schechter ◽  
Rima’a Da’as
Keyword(s):  
Structural Equation ◽  
Affective Commitment ◽  
School Effectiveness ◽  
School Level ◽  
Integrative Model ◽  
Equation Modeling ◽  
Learning Mechanisms ◽  
Design Data ◽  
Data Set ◽  
Math And Science

Purpose: This study explored a theoretical model proposing direct and mediated effects for principals’ characteristics—principals’ information-processing mechanisms (PIPMs) and instructional leadership (IL)—with organizational learning mechanisms (OLMs), for schools’ OLMs with teachers’ characteristics—teachers’ affective commitment (TAC), collective teacher efficacy (CTE), and teachers’ job satisfaction (TJS)—and finally, for teachers’ characteristics with students’ achievements on national math and science tests. Design: Data were collected from a multisource survey of a random sample of 130 elementary school principals representing Israel’s full socioeconomic range, 1,700 teachers from those schools, as well as data on those schools retrieved from the Ministry of Education data set. Data were aggregated at the school level for structural equation modeling (SEM) analysis. Findings: Analysis from SEM confirmed that IL emerges as a prominent mediator between PIPMs and OLMs. OLMs emerged as a prominent mediator between IL and the three teachers’ characteristics. TAC and CTE were significantly directly related to students’ math and science achievements. Finally, OLMs promoted students’ math and science achievements only through CTE. Implications: The relationships found for both principal characteristics (PIPMs and IL) with OLMs in schools highlight principals’ potentially important role in promoting collective learning within schools through utilization of OLMs, which can predict critical teacher characteristics (TAC, CTE, TJS), which in turn can predict school effectiveness measures (i.e., students’ achievements).

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