Unpacking the Emotional Dimension of Doctoral Supervision: Supervisors' Emotions and Emotion Regulation Strategies

Successful completion of a PhD is challenging for both the candidate and the supervisor. While doctoral students' emotional burdens received much attention, their supervisors' emotional experiences remain under-explored. Moreover, while teacher education research stressed the importance of teacher emotion regulation, empirical studies on doctoral supervisors' emotion regulation barely exist. The current qualitative study explored 17 computer science supervisors' emotions unfolding in doctoral supervision and their emotion regulation strategies. Semi-structured interviews revealed the supervisors' wide-ranging emotions, with their negative emotions more diverse and common than positive ones. The supervisors also regulated their emotions through multiple strategies within antecedent-focused and response-focused approaches. As one of the initial studies on doctoral supervisors' emotion and emotion regulation in their own right, the current study not only uncovers the complexity of the emotion-laden dimension of supervision, but also highlights the need for all stakeholders to attend to supervisors' psychological well-being in tandem with their students'.

Strategic Intervention Material (SIM)-based Instruction in Teaching Global Warming Concepts in 9th Grade Science

<span>A quasi-experimental research with pretest-posttest design was conducted to investigate the effectiveness of the Strategic Instructional Material (SIM)-based teaching in improving the Science performance in Global Warming of the ninth grade students of a mountain school in Cebu City, Philippines. Two experimental groups consisting of 15 students each were exposed to the use of modules and SIM-based teaching respectively. Study findings revealed that both groups had Below Average performances in the pretest, and the former group had Average performance while the latter group had Above Average performance in the posttest. Moreover, both groups manifested significant mean improvement from the pretest to posttest, signifying the essential use of modules and SIM in the teaching-learning process. Experimental group 2 acquired higher mean gain than experimental group 1 and had a Very High perception towards the use of SIM in the teaching of Global Warming in Science. The study concluded that SIM-based teaching is a more effective scaffold in improving students’ performance in the concepts of Global Warming. Furthermore, the researchers recommend the use of SIM for remediation and regular classes, and encourage administrators, Science supervisors and teachers construct SIMs not only on least mastered skills but also on all skills covered by the lesson.</span>

Saudi Arabia Science Teachers' Trends in Science Teaching Practices of Teaching Related Scientific Activities According to their Supervisors' Prospective and the Supervisors Estimates of The Importance of Such Practices

This paper investigated the Trends in Science Teaching Practices in-classroom science related activities among general education science teachers in Saudi Arabia from their supervisors’ perspectives. In addition, the supervisor's point of view about the importance of scientific related instructional activities was assessed. The data were collected through a validated questionnaire (19 items), which was administered to a random sample of 60 science supervisors (32 males, 28 females) from various parts of the Kingdome of Saudi Arabia. The results revealed that supervisors judged classroom activities of science teachers as teacher-centered rather than student-centered. As for supervisors’ estimates of the importance of teaching activities, the results indicated that they believed that the most important teaching activities were: developing the skills of science processes, and "impementing experiments to verify the information, and providing students with correct scientific ideas. The results showed that the least important activities were those that made the students active participants in the learning process. It was concluded that science supervisors were inclined to traditional activities that made the teacher and not the student the central core for the learning process.

What Did Kuwait Learn from Its Participation in TIMSS Study? An Exploratory Case Study from Senior Supervisors’ Perspectives

The low performance of The Trends of Mathematics and Science Study (TIMSS) results were investigated in depth through interviews with math and science supervisors from the Ministry of Education in Kuwait. A qualitative approach was employed to consider the factors that may affect TIMSS results in the past and understand the reasons of TIMSS results. The outcome of this study was limited to the perspectives of science and math supervisors who participated or worked in the TIMSS study. Their participation in TIMSS was positive even if the results of the study were not because it helped initiate reform in curriculum, assessment, and quality of teaching. However, the participants expressed concerns and variables that need to be aware of in order to perform better not only in TIMSS but also in science and math education in general.