The Degree of school Principals Acquiring of educational technology competencies and its relation to teacher application of education technology from teachers point of view: درجة امتلاك مديري المدارس لكفايات تكنولوجيا التعليم وعلاقته بمستوى توظيف المعلمين لتكنولوجيا التعليم من وجهة نظر المعلمين

This study aimed to identify the degree of school principals acquiring of educational technology competencies and its relation to teacher implementation of education technology from teachers point of view, the study used the descriptive analysis correlative approach, two questionnaires were development first one consisted from (20) paragraph, to determine the school principals acquiring of educational technology competences, the second also consisted from (20) paragraph to determine the teacher implementation of education technology , the sample of study consisted from (340) female and male teacher. However, the finding of study showed that the school principals acquiring of educational technology competencies from teacher point of view was average and the teacher implementation of education technology from teacher point of view was also average, the finding also showed there was a statistically significant relationship between the school principals acquiring of educational technology and teacher implementation of them at the level of (α ≤ 0.05). In addition, the finding showed there weren’t any significant relation in the degree of school principals acquiring of educational technology competencies from teacher point of view refers to variable of teacher's sex. Furthermore, there were significant differences at (α ≤ 0.05) according to teacher qualification for higher education.

The Role of School Principals in Increasing Student Interaction with Educational Platform in Light of Corona Pandemic from the point of view of teachers in the schools of Ajloun Governorate: دور مدير المدرسة في زيادة تفاعل الطلبة مع المنصات التعليمية في ظل جائحة كورونا من وجهة نظر المعلمين بمدارس محافظة عجلون

This study aimed to identify the role of school principals in increasing student interaction with educational platform in light of corona pandemic from teachers' perspectives, the study used the descriptive analysis approach, a questionnaire was development consisted from (31) paragraph, the sample of study consisted from (650) male and female teachers. However, the findings of study showed that the role of school principals in increasing student interaction with educational platform in light of Corona pandemic from the teachers’ point of view came to a medium degree and with an arithmetic mean (3.66), and the arithmetic averages ranged between (1.75-4.60), and there weren’t any significant differences in the degree in the role of school principals in increasing student interaction with educational platform in light of Corona pandemic from teachers' perspectives refer to variable of teacher's sex (male| female). Furthermore, there were significant differences at (α ≤ 0.05) according to teacher qualification for higher education. Therefore, a set of recommendations was set one of the most importance was the necessity of holding training courses for school principals on the concept of educational platforms and benefit from them.

Pengaruh Literasi Keuangan, Financial Technology, dan Gaya Hidup terhadap Perilaku Keuangan Guru Taman Kanak-Kanak

The current teaching profession is very promising in terms of income, especially for those who have obtained a professional diploma. The government provides additional income or allowances for public and private teachers through a teacher qualification certification program. The government is trying to improve the professionalism of teachers, but in reality, there are not a few teachers who view from the wrong point of view that the professional allowance is a teacher's right and a government obligation. The purpose of this study was to determine the effect of financial literacy, financial technology, and lifestyle on financial behavior in kindergarten teachers in the Sukolilo District, Surabaya City. Determination of the sample using the slovin method with purposive sampling technique resulted in a total sample of 74 respondents. The data analysis technique used is Partial square (PLS). The results of this study indicate that financial literacy has a positive and significant effect on financial behavior, financial technology is not significant to financial behavior, and lifestyle has a positive and significant effect on financial behavior.

Teacher Qualifications and Academic Performance of Pupils in Public Primary Schools in Hargeisa District

This study investigated effect of teacher qualifications on the academic performance of pupils in primary schools in Hargeisa districts. Teacher qualifications were operationalized as Formal education, certification and teaching experience. The study emerged from the deteriorating academic achievement of pupils in Somaliland National Primary Examinations. The deteriorating academic performance was well demonstrated from increase number of failures in Somaliland National Exams. The study employed cross sectional survey research design, on a sample of 160 teachers, the study found out that, Fo = 15.838 > F (2,157) = 3.06; p = .000. The eta-square returned an average value of η 2 = 16.8%. Therefore, teacher qualification accounts for 16.8% of the variance in academic performance of pupils in pubic primary schools in Hargeisa. The rest 83.2% are due to factors not investigated here, and errors in measurements. The study findings indicate that teacher qualifications affect to the academic performance of pupils in public primary schools in Hargeisa District.

Teacher Qualifications and Academic Performance of Pupils in Public Primary Schools in Hargeisa District

This study investigated effect of teacher qualifications on the academic performance of pupils in primary schools in Hargeisa districts. Teacher qualifications were operationalized as Formal education, certification and teaching experience. The study emerged from the deteriorating academic achievement of pupils in Somaliland National Primary Examinations. The deteriorating academic performance was well demonstrated from increase number of failures in Somaliland National Exams. The study employed cross sectional survey research design, on a sample of 160 teachers, the study found out that, Fo = 15.838 > F (2,157) = 3.06; p = .000. The eta-square returned an average value of η 2 = 16.8%. Therefore, teacher qualification accounts for 16.8% of the variance in academic performance of pupils in pubic primary schools in Hargeisa. The rest 83.2% are due to factors not investigated here, and errors in measurements. The study findings indicate that teacher qualifications affect to the academic performance of pupils in public primary schools in Hargeisa District.

Interlocuções literárias: resistência timorense e parcerias internacionais

Este trabalho, por meio de uma pesquisa histórico-documental, apresenta uma descrição a respeito de diversas iniciativas da frente diplomática do Timor Leste, no decorrer do período de domínio indonésio, fase em que a literatura timorense teve um papel fundamental como elemento de denúncia e de conscientização política, tanto em seu território como nas outras ex-colônias portuguesas. Compreendendo a importância dessas articulações históricas, políticas, literárias e culturais, na segunda parte deste texto, apresenta-se uma descrição do Curso de Literatura Brasileira realizado no Departamento de Língua Portuguesa da Faculdade de Educação, Artes e Humanidades da Universidade Nacional de Timor Lorosa’e (FEAH-UNTL), realizado durante o ano de 2014, no âmbito da Cooperação Internacional entre Brasil e Timor-Leste, como uma das frentes do Programa de Qualificação Docente, executado pela CAPES, sob a coordenação da Universidade Federal de Santa Catarina. A partir dessas descrições, fica evidenciada a importância de se pensar em um projeto de educação literária nesses diferentes contextos, de forma que se levem em consideração essas importantes inter-relações, possíveis de serem estabelecidas, e que contribuem para um crescimento cultural e científico no campo dos estudos linguísticos e literários. Teoricamente, recorre-se principalmente aos estudos de Candido (2004), Eco (2003), Guinzburg (2001) e Belintane (2017).Palavras-chave: Literatura e resistência timorense. Cooperações internacionais. Abstract: This work, based on a historical-documentary research, presents a description of several initiatives of the diplomatic front of East Timor during the Indonesian domination, a period in which Timorese literature played a fundamental role as an instrument of denouncement and political awareness, both in its territory and in the other former Portuguese colonies. Understanding the importance of these historical, political, literary and cultural linkages, the second part of this text presents a description of the Brazilian Literature Course held at the Department of Portuguese Language of the Faculty of Education, Arts and Humanities of the National University of Timor Lorosa'e (FEAH-UNTL), in 2014, within the scope of International Cooperation between Brazil and Timor-Leste, as one of the working fronts of the Teacher Qualification Program, carried out by CAPES, under the coordination of the Federal University of Santa Catarina. From these descriptions, it is clear the importance of thinking about a literary education project in these different contexts, in order to take into consideration these important interrelationships, which can be possibly established, and which contribute to a cultural and scientific growth in the field of linguistic and literary studies. Theoretically, this work has as mainly references the studies of Candido (2004), Eco (2003), Guinzburg (2001) and Belintane (2017).Keywords: Timorese literature and resistance. International cooperation.

Factors in Teachers’ Awareness of Pedagogical Gestures as Enhancement Technique Among English Teachers in Secondary Schools in Enugu State, Nigeria

The study seeks to ascertain Nigerian language teachers’ awareness of pedagogical gestures as an enhancement to teaching and whether this awareness is influenced by teaching location and teacher qualification. The study adopts the survey research design with a sample size of 262 drawn using multi-staged sampling techniques. The Z-test method was used in testing the hypothesis of the study. It was discovered that there was high mean response of teachers on the awareness of pedagogical gestures. There were significant differences in the mean response of urban/rural teachers and no significant differences in the mean response of graduate/non-graduate teacher’s awareness of pedagogical gestures as enhancement technique. Our conclusion is that pedagogical gestures are indispensable in lesson delivery and that their pedagogic values are gained through awareness of them as enhancement technique.

Role perceptions among teachers of students with visual impairments in inclusive settings: implications for teacher training

Die Rollen sonderpädagogischer Lehrkräfte verändern sich im Zuge inklusiver Schulentwicklung. In einer subsidiären Sonderpädagogik gewinnen fachspezifische Beratung und Unterstützung unterschiedlicher Adressatengruppen an Bedeutung. Die klassische Lehrtätigkeit tritt für die Berufsgruppe in den Hintergrund, was die aktuelle Lehrer:innenbildung noch nicht widerspiegelt. Die vorliegende Studie untersuchte das Rollenverständnis von Blinden- und Sehbehindertenpädagog:innen, die im inklusiven Bildungssetting arbeiten. Da Inklusion eine internationale Zielkategorie darstellt, wurde diese Untersuchung in drei Ländern mit ähnlichen wirtschaftlichen Voraussetzungen aber unterschiedlichen historischen und kulturellen Verankerungen der inklusiven Schulentwicklung durchgeführt. Daten aus den USA, Japan und Deutschland weisen jedoch einheitlich darauf hin, dass die Aufgabenprofile von Blinden- und Sehbehindertenpädagog:innen in der Inklusion deutlich von der klassischen Lehrer:innenrolle abweichen. Es wird klar, dass sich insbesondere die Ausbildung von Blinden- und Sehbehindertenpädagog:innen intensiver auf die Anforderungen von Beratungs- und Unterstützungstätigkeiten in inklusiven Bildungssettings ausrichten muss. Abstract Obligatory inclusive education is leading to changes in the roles of special education teachers. Specialised counselling and support for different target groups have gained in significance in subsidiary special education. Classic teaching is becoming less important for special education teachers – a phenomenon that current teacher qualification programmes do not yet reflect. This study examined the perception of the role of teachers of students with visual impairments (TVI) who work in inclusive education. Since inclusion is an international target, this study was conducted in three countries with similar economic standards but different historical and cultural roots of inclusive school development. However, data from the USA, Japan and Germany all indicates that the task profiles of TVIs working in inclusive education differ significantly from the classic teacher role as a Teacher of knowledge. It is clear that particularly the education of TVIs must be adjusted further to the requirements of consulting and support tasks in inclusive settings.