Teachers' Efficacy, Knowledge, and Professional Development in the Implementation of Character Education

<p>Character education is deemed as an essential aspect to be disseminated to the students in enabling them to be prepared to face real-world society. It can be incorporated into formal education with the support of school staff, teachers, and parents. Hence, this study investigates the relationship between teachers' efficacy, knowledge, and professional development in implementing character education. Using a quantitative correlational approach, data was obtained from 384 secondary school teachers on character education efficacy belief, character education knowledge, belief and practice instrument, and character education professional development. The data was analysed using multiple linear regression analysis scales. The findings postulated that teacher’s professional development and knowledge were able to predict the implementation of character education while efficacy was deemed an insignificant variable. Therefore, understanding the relationships between the factors is essential to train future teachers for character education. In conclusion, the findings from this study are expected to benefit the Ministry of Education, school administrations, teachers, and the community in identifying ways to enhance the implementation of character education.<b></b></p>

Teachers' Efficacy, Knowledge, and Professional Development in the Implementation of Character Education

<p>Character education is deemed as an essential aspect to be disseminated to the students in enabling them to be prepared to face real-world society. It can be incorporated into formal education with the support of school staff, teachers, and parents. Hence, this study investigates the relationship between teachers' efficacy, knowledge, and professional development in implementing character education. Using a quantitative correlational approach, data was obtained from 384 secondary school teachers on character education efficacy belief, character education knowledge, belief and practice instrument, and character education professional development. The data was analysed using multiple linear regression analysis scales. The findings postulated that teacher’s professional development and knowledge were able to predict the implementation of character education while efficacy was deemed an insignificant variable. Therefore, understanding the relationships between the factors is essential to train future teachers for character education. In conclusion, the findings from this study are expected to benefit the Ministry of Education, school administrations, teachers, and the community in identifying ways to enhance the implementation of character education.<b></b></p>

Beyond Language and Academics: Investigating Teachers’ Preparation to Promote the Social-Emotional Well-Being of Emergent Bilingual Learners

In recent years, institutions have responded to changing school populations by preparing teachers for the growing number of emergent bilingual learners (EBLs). But this preparation largely focuses on supporting students’ academic learning and language development, despite enhanced attention to social-emotional well-being in wider educational circles. This comparative case study seeks to understand whether and how teachers are prepared to facilitate this integral component of student learning in five schools with linguistically diverse populations and varied program models to serve EBLs. We first probe how teachers draw from various facets of their preparation to support EBLs’ social-emotional well-being, including teacher education, professional development, collaboration with colleagues, and personal experiences. We then consider teachers’ and students’ perspectives on the requisite expertise to facilitate well-being in classrooms. Findings provide insight for university, district, and school stakeholders seeking to enhance teacher preparation as a means to improve the educational experiences of EBLs.

Creative Destruction Theory Space as the Ultimate End for post-COVID-19 Recovery in Sub-Saharan Africa

The emergence of COVID-19 has made it ever more onerous for the world economy to rethink the way things are done and to be done. The need and almost compulsory way of services being catered for will never have been made so practically obvious without the influence of a pandemic like COVID-19. The world at some point in time was almost brought to a standstill, with services pertaining to supply-chain deliverables, education / professional development and many more almost brought to a halt. This paper has the platform for critically assessing the pathway SSA economies (SSA) should follow, notably creativity in new technologies, while adopting a stance on ISI approach in order to reduce its reliance on the importation of essential commodities, which seem to have been a worrying concern throughout the crisis of COVID-19. Suggestions for SSA economies to embrace the notion of creative destruction is the focal point in this paper for the realization of growth and development, while at the same time harnessing the power of human integrity to champion competitive innovation.