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Copyright of International Innovative Education Researcher (IEdRes) is the property of International Innovative Education Researcher (IEdRes) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Electronic Journal of Research in Educational Psychology is the property of Editorial of the University of Almeria (Spain) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The quality of English language education in universities is vital in preparing individuals for the increasingly globalized world. Assessing the efficacy of English teaching programs is therefore crucial to ensuring such quality. Consequently, this study aims to evaluate the optional English preparatory program of a state university using the CIPP model dimensions: context, input, process, and product. The current study employs a mixedmethods research approach, combining quantitative and qualitative data to address the research questions. The study sample comprised 247 preparatory graduate and 77 preparatory students, as well as 6 lecturers. In the quantitative part, The CIPP scale (Context, Input, Process, and Product), developed by the researchers based on item analysis, second-order exploratory factor analysis, reliability analysis, criterion validity, and content validity, was used to determine the strengths and weaknesses of the English preparatory program based on responses of participants to the items in four dimensions of the scale. The qualitative aspect of the study involved obtaining responses from participant students through open-ended questions and conducting semi-structured interviews with lecturers. These responses were analyzed, and the resulting excerpts were used to support and complement the findings obtained from the quantitative findings. The results indicate that the participants were highly satisfied with the optional nature of the program and held positive perceptions of it. However, some improvements, particularly in the physical conditions of the program's context dimension, such as the library, laboratory, and school building, were required. The findings from the input and process dimensions reveal the importance of increasing target language use and prioritization of speaking skills in the product dimension. The developed CIPP scale, which is statistically reliable and valid, can be utilized by researchers to evaluate English preparatory programs using the CIPP model. The study concludes by offering several key recommendations for creating a more effective English preparatory program based on the findings. [ABSTRACT FROM AUTHOR]

Copyright of Pamukkale University Journal of Education is the property of Pamukkale University Journal of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Inonu University Journal of the Faculty of Education (INUJFE) is the property of Inonu University Journal of the Faculty of Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Based on the theoretical model regarding Leader-Subordinate Relational Identity (LSRI) from the work of Tsai, Cheng, and Chou (2015), we developed the construction and measurement of LSRI scale. We also explore the relationships between leader’s LSRI and leadership behavior, subordinate’s LSRI and subordinate effectiveness to further verify the validity of the scale. There were four studies conducted in this research: Study 1, we used Critical Incident method to collect the contents of LSRI and creat the items of LSRI based on inductive approach. Study 2, employed the Proportion of Substantive Agreement method to verify the content validity of the scale. Study 3, based on the scale from Study 1 and Study 2, the Exploratory Factor Analysis (EFA) was conducted for leader sample to filter items and to test its internal consistency and reliability. Besides, Confirmatory Factor Analysis (CFA) was used with subordinate sample to verify the fitness index to ensure the discrimination among four constructs. Study 4, with the sample of 350 subordinates and 58 leaders, the effects of subordinate’s LSRI on subordinate’s effectiveness and leader’s LSRI on leader’s leadership behavior were examined to verify the relational validity of the scale. Lastly, the major findings, contributions, limits, and future directions of this research were also discussed. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Faculty of Educational Sciences is the property of Ankara University, Faculty of Educational Sciences and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)