Search

Abstract Background In the Chinese education sector, educators’ job satisfaction (JoS) is considered critical to educational quality and student outcomes. One critical area of inquiry is the organizational climate (OC) and its impact on JoS, and psychological well-being (PW), with technological influence (TI) moderating effect. Purpose The current study has tried to look at the exact relationship among OC, PW, and JoS for educators working in the Chinese higher education setting. It also discusses the moderating role of TI on OC and JoS. Design/methodology This study uses a quantitative cross-sectional survey design, grounded in post-positivism assumptions. Data collection involved sampling 690 respondents in the Chinese higher education setting via WeChat. Findings The study methodology part included a pre-test, translation validation, demographic characteristics of participants, and results that showed a significant positive influence on JoS for PW and OC. The study also confirms the positive effect of PW on JoS. Moreover, the mediating role of PW within the OC–JoS link is also supported. Furthermore, TI positively moderates the OC–JoS relationship, thus it implies a supportive role of technology in enhancing the educators’ satisfaction. The model indicated that OC, PW, and TI explain 72.4% of the variation in JoS. Conclusion In this respect, the findings offer some practical insights for educational institutions and policymakers to facilitate enhancement strategies for OC, thus recognizing its influence on JoS and the well-being of educators. Understanding how technology can play a moderating role presents the strategic occasion to utilize technological tools for a more satisfying work environment.

Background: In the Chinese education sector, educators' job satisfaction (JoS) is considered critical to educational quality and student outcomes. One critical area of inquiry is the organizational climate (OC) and its impact on JoS, and psychological well-being (PW), with technological influence (TI) moderating effect. Purpose: The current study has tried to look at the exact relationship among OC, PW, and JoS for educators working in the Chinese higher education setting. It also discusses the moderating role of TI on OC and JoS. Design/methodology: This study uses a quantitative cross-sectional survey design, grounded in post-positivism assumptions. Data collection involved sampling 690 respondents in the Chinese higher education setting via WeChat. Findings: The study methodology part included a pre-test, translation validation, demographic characteristics of participants, and results that showed a significant positive influence on JoS for PW and OC. The study also confirms the positive effect of PW on JoS. Moreover, the mediating role of PW within the OC–JoS link is also supported. Furthermore, TI positively moderates the OC–JoS relationship, thus it implies a supportive role of technology in enhancing the educators' satisfaction. The model indicated that OC, PW, and TI explain 72.4% of the variation in JoS. Conclusion: In this respect, the findings offer some practical insights for educational institutions and policymakers to facilitate enhancement strategies for OC, thus recognizing its influence on JoS and the well-being of educators. Understanding how technology can play a moderating role presents the strategic occasion to utilize technological tools for a more satisfying work environment. [ABSTRACT FROM AUTHOR]

Educational institutions can implement the ISO 45001 management system to ensure a safe and healthy environment for all individuals involved. This article proposes a gap analysis method to identify gaps between the existing and desired health and safety conditions in an educational institution. To test the applicability of the method, data from a sample of five high schools in the Merzifon District of Amasya Province in Turkey were used. The results of the gap analysis reveal a notable gap between the existing occupational health and safety conditions and the standards proposed by ISO 45001 in some of the selected educational institutions. This finding highlights the need for these educational institutions to implement the appropriate measures to close this gap. [ABSTRACT FROM AUTHOR]

Copyright of Environmental & Social Management Journal / Revista de Gestão Social e Ambiental is the property of Environmental & Social Management Journal 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 vocational training and education sector in Algeria faces numerous challenges due to its roles in both economic and social spheres. Therefore, this study aims to determine the extent of outstanding performance management practices in vocational training institutions in the state of Médéa, Algeria. The quantitative analytical approach was used on a sample of 21 vocational training institutions, relying on the questionnaire as a data collection tool, which was distributed to 51 (institution directors, sub-directors, and heads of departments). The study reached several results, the most important of which is the application of outstanding performance management in the studied institutions, where it was proven that the dimensions of performance management exist, and the institutions’ application of performance planning and feedback was at a high level. As for the institution’s application of the dimension of improving and developing performance and after measuring and evaluating performance, there was a medium level of application.

All participants in education are impacted by the internet's advanced technology. The responsibilities of both teachers and students will shift from conventional learning to more technology involved in Online Learning (OL). The majority of educational institutes and schools in India have shifted to digital classrooms and OL platforms. Nevertheless, it is determined that the parents' and pupils' perceptions and faith in OL need to be examined, which further signifies the necessity for an adequate understanding of technology and e-learning services. So, this study's goal is to comprehend the consumer's perception including students and parents in India towards perceiving and embracing online schooling services. As of 400 respondents from various socioeconomic classes, the data has been gathered. The outcome was analyzed using a mixed-method approach. According to this study, the online education process was widely accepted and highly satisfied by the majority of Indian parents and children. It also discovered that the trust towards the respondent's OL was yet high and the improvement of a robust digital infrastructure was driven by the rising preference for eLearning, Covid-19, and technological advancement. [ABSTRACT FROM AUTHOR]

Immersive technology, especially virtual reality (VR), transforms education. It offers immersive and interactive learning experiences. This study presents a systematic review focusing on VR's integration with educational theories in higher education. The review evaluates the literature on VR applications combined with pedagogical frameworks. It aims to identify effective strategies for enhancing educational experiences through VR. The process involved analyzing studies about VR and educational theories, focusing on methodologies, outcomes, and effectiveness. Findings show that VR improves learning outcomes when aligned with theories such as constructivism, experiential learning, and collaborative learning. These integrations offer personalized, immersive, and interactive learning experiences. The study highlights the importance of incorporating educational principles into VR application development. It suggests a promising direction for future research and implementation in education. This approach aims to maximize VR's pedagogical value, enhancing learning outcomes across educational settings. [ABSTRACT FROM AUTHOR]

This research is dedicated to studying the implementation of teacher performance management system and its impact on the quality of education. Through a descriptive qualitative approach, the researcher seeks to understand teachers' experiences, the challenges of implementing this system, and its contribution to student achievement. It is highlighted that teachers have a high awareness of the performance management system, but they face challenges such as heavy workload and limited resources. School leadership plays a crucial role in creating a conducive environment for the implementation of the management system. The research shows that successful implementation of the teacher performance management system correlates with improved education quality. Recommendations include curriculum development, strengthening the role of school leadership, implementing a clear reward system, revising school policies, and conducting further research. These recommendations aim to improve practices and policies that encourage teacher involvement and enhance education quality. This research contributes to a better understanding of the complexity of implementing teacher performance management systems and their importance for education quality. The findings and recommendations of this research can serve as a basis for improving practices and policies at a broader level of education. [ABSTRACT FROM AUTHOR]

This research explores the strategic directions for the development of the education sector in Ukraine, focusing on enhancing human capital, modernizing educational practices, and increasing global competitiveness. It identifies key priorities, including improving the qualifications of academic personnel, developing labor market-aligned curricula, and providing psychological support for students. The research also emphasizes the importance of modernizing learning environments, expanding remote education, and fostering cooperation between educational institutions and the private sector. Additionally, the study highlights the role of international collaboration and institutional transparency in promoting innovation and long-term growth. The findings underscore the need for a comprehensive approach to education reform, aimed at improving teaching quality, inclusivity, and adaptability in response to evolving global challenges. By focusing on these strategic priorities, Ukraine's education sector can enhance its resilience, competitiveness, and contribution to national economic development.

The article is devoted to the analysis of Russian-Tajik cooperation in the field of education and summarizing the results of research by Russian and foreign scientists to form a position confirming the importance of integrating the activities of educational organizations, which is a prerequisite for increasing human potential as the basic component of the socio-economic development of society. A set of measures focused on the development of the Russian-Tajik (Slavic) University was proposed, a vector of Russian-Tajik cooperation in the field of education was formed.Aim. Based on the study of many years of experience in interaction in the field of education between Russia and the Republic of Tajikistan and the features of the new economic reality, identify the most adequate forms of international cooperation, justifying the vector of their transformation.Tasks. Study the origins of the formation and analyze the reality of scientific and educational interaction between Russia and Tajikistan. Summarize and evaluate the experience of cooperation between the Russian-Tajik (Slavic) University and Russian universities. Justify the most adequate forms of international cooperation in the field of education and identify the vector of their further development in the Republic of Tajikistan.Methods. The study applied: analysis and synthesis, induction and deduction, comparisons and grouping, evolutionary and historical approaches.Results. The study showed that Russian-Tajik cooperation in the field of education has deep roots based on a long-term legislative framework, which makes it possible to really assess the existing relations between Russia and the Republic of Tajikistan and identify the prospects for their development. The generalization and adaptation of the existing experience made it possible to form reasoned positions that contribute to improving the scientific and educational level and improving the professional competencies of the trained staff, which is aimed at the socio-economic development of the two friendly countries. The study made it possible to form the following elements of scientific novelty and practical significance. Theoretical novelty consists in justifying the need to integrate the activities of educational organizations and allocating the organizational structure of an educational organization by type of organization based on knowledge as preferable in an unstable socio-economic environment. Practical significance lies in the fact that a set of measures focused on the development of RTSU is proposed and a vector for the development of educational organizations is formed in the context of their international integration.Conclusions. Scientific and educational cooperation: between Russia and Tajikistan is mutually beneficial for each of the parties. Assessment of the current situation and justification of proposals for the further development of relations between these countries made it possible to identify the vector of their transformations. For Russia and Tajikistan, the connection of education with the changes taking place in each of the countries is important. Since these changes are dynamic, continuous vocational education should play a significant role. For more effective implementation of continuing vocational education, work on career guidance is necessary, which is well combined with a dual education system that provides for close cooperation with companies, as well as the development of additional vocational education that actively responds to changes in the labor market. Positive results can be achieved only in the context of the active development of modern computer technologies, providing for interactivity, visualization, the use of case stages, mini-research, design work, as well as the possibility of hybrid learning. With this approach, the quality of comprehensive interdisciplinary research and development increases. It is recommended to form an organizational structure of an educational organization according to the type of organization based on knowledge, which is preferable in an unstable socioeconomic environment. The basis for the implementation of proposals for the further development of scientific and educational relations between Russia and Tajikistan is social partnership, as an instrument for regulating social and labor relations.

Background: Building a path aimed at the wellbeing of workers in the education sector is the fundamental basis to encourage quality education. To fill the gap in knowledge and address this aspect by understanding the behavior of the study population, it was proposed as with the objective of determining if servant leadership, brand love and work ethic predict the general health in workers. Methods: A non-probability sampling was applied for convenience. For this purpose, a sample of 509 workers from Peru was submitted to study, who completed a questionnaire consisting of: scale of servant leadership, work ethic, GHQ-12 and brand love. By applying a quantitative method using a structural equation modeling partial least squares approach. Results: The present study demonstrated that the three constructs (servant leadership, brand love, and work ethic) predict the general health of workers in a positive and significant way, in a sample of Peruvian workers in the education sector. Furthermore, the results suggest that these factors can be used to improve the health of employees in educational institutions in Peru and possibly in other contexts as well. Conclusion: Given these results and after knowing the solidity of the predictions, the importance of promoting general health in workers in the education sector. [ABSTRACT FROM AUTHOR]

The vocational training and education sector in Algeria faces numerous challenges due to its roles in both economic and social spheres. Therefore, this study aims to determine the extent of outstanding performance management practices in vocational training institutions in the state of Médéa, Algeria. The quantitative analytical approach was used on a sample of 21 vocational training institutions, relying on the questionnaire as a data collection tool, which was distributed to 51 (institution directors, sub-directors, and heads of departments). The study reached several results, the most important of which is the application of outstanding performance management in the studied institutions, where it was proven that the dimensions of performance management exist, and the institutions’ application of performance planning and feedback was at a high level. As for the institution’s application of the dimension of improving and developing performance and after measuring and evaluating performance, there was a medium level of application. [ABSTRACT FROM AUTHOR]

Immersive technology, especially virtual reality (VR), transforms education. It offers immersive and interactive learning experiences. This study presents a systematic review focusing on VR’s integration with educational theories in higher education. The review evaluates the literature on VR applications combined with pedagogical frameworks. It aims to identify effective strategies for enhancing educational experiences through VR. The process involved analyzing studies about VR and educational theories, focusing on methodologies, outcomes, and effectiveness. Findings show that VR improves learning outcomes when aligned with theories such as constructivism, experiential learning, and collaborative learning. These integrations offer personalized, immersive, and interactive learning experiences. The study highlights the importance of incorporating educational principles into VR application development. It suggests a promising direction for future research and implementation in education. This approach aims to maximize VR’s pedagogical value, enhancing learning outcomes across educational settings.

The purpose of the article is to study the direction of training young specialists through the professional development of academic staff in the field of education. The areas that require regular research, updating and professional development from specialists based on the analysis of the areas of work of teachers of higher education institutions were identified. The main key competencies for lifelong learning have been identified. The training courses offered to teachers and academic staff at the Ivan Franko National University of Lviv were presented. Skills are proposed for mastering as the main learning outcome for the academic staff of Ivan Franko National University of Lviv. The training courses and programs offered by SoftServe have been identified by the monitoring of opportunities for practical training of teachers. For higher education institutions, professional development for academic staff is a mandatory element of the education quality assurance system and can take place through participation in master classes, seminars, trainings, webinars, and workshops. It has been established that academic staff, given the workload and challenges they face in terms of professional development and maintaining mental and emotional health, should receive professional help and support. Professional supervision can be helpful, which can help both individually and within the university. We believe that for academic staff to perform their tasks effectively, higher education institutions should provide them with quality material and technical support, and opportunities for continuous learning and development. A well-designed educational program will be the key to success for its developers, higher education institutions, students, and employers. It is necessary to create an environment of periodic discussion with employers of existing educational programs and their main components, which will allow timely making of important adjustments in response to important problems and topical issues. The principles by which the educational program is developed have been identified. The criteria for self-assessment and accreditation of educational programs have been formed.

BackgroundBuilding a path aimed at the wellbeing of workers in the education sector is the fundamental basis to encourage quality education. To fill the gap in knowledge and address this aspect by understanding the behavior of the study population, it was proposed as with the objective of determining if servant leadership, brand love and work ethic predict the general health in workers.MethodsA non-probability sampling was applied for convenience. For this purpose, a sample of 509 workers from Peru was submitted to study, who completed a questionnaire consisting of: scale of servant leadership, work ethic, GHQ-12 and brand love. By applying a quantitative method using a structural equation modeling partial least squares approach.ResultsThe present study demonstrated that the three constructs (servant leadership, brand love, and work ethic) predict the general health of workers in a positive and significant way, in a sample of Peruvian workers in the education sector. Furthermore, the results suggest that these factors can be used to improve the health of employees in educational institutions in Peru and possibly in other contexts as well.ConclusionGiven these results and after knowing the solidity of the predictions, the importance of promoting general health in workers in the education sector.

This study aimed to assess the influence of Digital Transformation on Change Management in Iraqi universities in Diyala province. To achieve this, it pursued several objectives, including examining the state of Digital Transformation's presence in these institutions, evaluating the status of Change Management, and determining the extent of Digital Transformation's impact on Change Management. Employing a descriptive analytical approach, data were collected through a survey administered to employees. The study's results highlight crucial findings. It reveals a significant interest in Change Management within the surveyed universities, with respondents recognizing the importance of this variable. Additionally, the study indicates a strong interest in Digital Transformation among these universities, with dimensions like 'Digital Transformation Strategy (DTS)' and 'Digital Technology (DT)' showing positive results. The research further uncovers a positive correlation between Digital Transformation and Change Management dimensions, suggesting that enhancing Digital Transformation efforts can lead to more effective Change Management. Notably, Digital Transformation was found to explain approximately 11.1% of the variation in Change Management, with substantial effects on specific dimensions. Based on these findings, the study recommends that Iraqi universities in Diyala focus on enhancing Change Management by ensuring that employees are well-informed about change objectives and actively involved in the change process. [ABSTRACT FROM AUTHOR]

Women’s empowerment is crucial in creating a more equitable society, breaking gender barriers, and fostering sustainable growth by harnessing the talents and contributions of women, especially in the education sector. The percentage of women in the labor force in Jordan is among the lowest worldwide; thus, there is a need to examine the factors affecting this phenomenon. The presented study aims to examine the underlying factors that impact women's empowerment in Jordan’s education sector. The selected factors were economic needs, job efficiency, leadership, social needs, organizational commitment, organizational satisfaction, and public policy. The study used convenience sampling to collect data. A survey questionnaire was the main technique for data collection. In total, 367 questionnaires were distributed to women who occupy administrative positions; 311 questionnaires were systematically gathered (84.7% response rate). Structural equation modeling was set as the basis of analysis. The results suggested that economic needs, job efficiency, leadership, social needs, organizational commitment, organizational satisfaction, and public policy have a positive direct impact on women's empowerment in Jordan’s education sector. Further studies are encouraged to confirm the findings by taking the background of the respondents into account. [ABSTRACT FROM AUTHOR]

Digital transformation is the coordination of digital technologies with organizational aspects and human variables in a specific setting. It goes beyond simply implementing a technology solution. Additionally, it calls for the thoughtful and complete application of digital technology to the creation of new skills and theoretical frameworks. The goal of the current study is to examine the basic practices that will propel Industry 4.0's digital transformation of the educational sector. Utilizing a qualitative research approach that included a comparison and analysis of the relevant body of earlier work, the study discovered that digital transformation in education can be driven by several factors, including campus safety, data security, student achievement, strategy, data enablement, student-cantered services, cost and availability, digital integration, and artificial intelligence. The study concluded with a variety of strategies that can aid in the digital transformation of universities and other institutions of higher learning, like establishing a solid foundation for information and communication technology systems and delivering cyber security that is up to date with current best practices, among the many strategies suggested. Doi: 10.28991/ESJ-2023-SIED2-010 Full Text: PDF

This study evaluated the implemtation and impact of the Kapit-Bisig Laban sa Kahirapan – National Community Driven Development Program (KC-NCDDP) in Initao, Misamis Oriental in terms of socio-economic domain, institutional domain, community empowerment domain, and education sector for cycles 1, 2, 3 and 4. The respondents were selected using a purposive sampling technique based on their designation and functions for the previous cycles of the implementation from October 2015 to December 2019. Using descriptive correlation research design, the study utilized a researcher-made instrument to conduct the survey and interview among the selected respondents in all barangays. The study revealed that KC-NCDDP was effective in reducing poverty and promoting social and economic growth under the socio-economic domain as manifested by respondents’ strong agreement on the benefits and services they received from the completed sub-projects or infrastructures. Similarly, it was effective in promoting good governance outcomes under the institutional domain because people had active participation in municipal and barangay activities. It was also effective in empowering communities under the community empowerment domain because people gained a wider knowledge, skills, and values to be productive citizens in the community. In terms of the education sector, it was also effective in promoting school-based management (SBM) participation. For further validation of the results, there must be a similar study conducted with a larger group of subjects if the same findings will be established.

Background: Emotional intelligence of teachers can affect their mental and physical health as well their performance in school. Both emotional intelligence and health behavior can have an impact on stress. The majority of Indian studies have examined only one type of teachers, have used indigenous scales which are not internationally valid, and have not studied health behaviour. The role of age and gender on emotional intelligence is also a debatable subject which requires larger studies The present study was undertaken to evaluate the trait emotional intelligence, stress and health behaviour of teachers and to determine their inter-relationship and to assess the role of demographic and professional attributes on emotional intelligence. Methods: Teachers from different schools, colleges and professional institutes situated in Dehradun and nearby towns in the state of Uttarakhand, India were evaluated by internationally valid tools for the three parameters. Results: Emotional Intelligence of teachers has no relation with age, gender, educational qualification, level of teaching or type of institute. It has a negative correlation with stress and a positive correlation with health behaviour. Further, health behaviour is inversely related to stress. Conclusions: Assessment of emotional intelligence and health behaviour of teachers should be a part of their routine evaluation and training so that specific interventions to reduce stress and to improve their overall health and performance can be appropriately planned.

AbstractRecent years have seen constant pressure for more efficient management in the educational sector, and some studies have addressed the application of the Balanced Scorecard (BSC) in this sector. Analysis of this literature shows that theoretical developments in this research area are scarce, so this article aims to examine the presence of institutional isomorphism and neo-bureaucracy in the implementation and development of the BSC in a public educational institution in Brazil. It investigates how the presence of isomorphic pressure and neo-bureaucratic characteristics influence the implementation and development of the BSC in this sector. An interpretative approach was adopted to study this topic, resorting to a single case study. Data were gathered through semi-structured interviews and documentary analysis, and treated using qualitative analysis software, i.e., Nvivo, (QSR International, Version 10). The presence of neo-bureaucratic characteristics was found in the implementation and development of the BSC, with these characteristics contributing to the success of the tool in the teaching institution studied. We also found the presence of isomorphic pressure, in the decision to introduce the BSC, showing a clear presence of coercive isomorphism. However, as in any single case study, the results cannot be generalized.

AbstractSeveral studies with quantitative, qualitative or theoretical approaches have been carried out, focusing on the application of the Balanced Scorecard (BSC) in the educational sector. However, despite the literature on the subject, it is difficult to draw an overview of the use of the BSC in this sector. In order to fill this gap, our research carried out a systematic literature review (SLR) on the BSC methodology implemented in the educational sector. The Web of Science and Scopus databases are used as a source of article collection. A bibliometric analysis was performed using 65 articles extracted from these databases. The results suggest that the most discussed topics within the study are: 1) the diversity of the BSC in the education sector; 2) strategic management with the BSC; 3) statistical methods to manage the BSC and 4) the strategy map of the BSC. The qualitative approach was dominant in the analysed studies, but the reasonable number of studies with quantitative approaches is worth attention. The study contributes to the literature by reviewing prominent cited references and documents that cited them and the results provide the landscapes and research gaps for the main lines of research for further development.

The purpose of the article is to study the direction of training young specialists through the professional development of academic staff in the field of education. The areas that require regular research, updating and professional development from specialists based on the analysis of the areas of work of teachers of higher education institutions were identified. The main key competencies for lifelong learning have been identified. The training courses offered to teachers and academic staff at the Ivan Franko National University of Lviv were presented. Skills are proposed for mastering as the main learning outcome for the academic staff of Ivan Franko National University of Lviv. The training courses and programs offered by SoftServe have been identified by the monitoring of opportunities for practical training of teachers. For higher education institutions, professional development for academic staff is a mandatory element of the education quality assurance system and can take place through participation in master classes, seminars, trainings, webinars, and workshops. It has been established that academic staff, given the workload and challenges they face in terms of professional development and maintaining mental and emotional health, should receive professional help and support. Professional supervision can be helpful, which can help both individually and within the university. We believe that for academic staff to perform their tasks effectively, higher education institutions should provide them with quality material and technical support, and opportunities for continuous learning and development. A well-designed educational program will be the key to success for its developers, higher education institutions, students, and employers. It is necessary to create an environment of periodic discussion with employers of existing educational programs and their main components, which will allow timely making of important adjustments in response to important problems and topical issues. The principles by which the educational program is developed have been identified. The criteria for self-assessment and accreditation of educational programs have been formed. [ABSTRACT FROM AUTHOR]

Copyright of Industrial Relations / Relations Industrielles is the property of Universite Laval, Department of Industrial Relations 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.)

Background: Emotional intelligence of teachers can affect their mental and physical health as well their performance in school. Both emotional intelligence and health behavior can have an impact on stress. The majority of Indian studies have examined only one type of teacher, have used indigenous scales which are not internationally valid, and have not studied health behaviour. The role of age and gender on emotional intelligence is also a debatable subject which requires larger studies The present study was undertaken to evaluate the trait emotional intelligence, stress and health behaviour of teachers and to determine their inter-relationship and to assess the role of demographic and professional attributes on emotional intelligence. Methods: Teachers from different schools, colleges and professional institutes situated in Dehradun and nearby towns in the state of Uttarakhand, India were evaluated by internationally valid tools for the three parameters. Results: Emotional Intelligence of teachers has no relation with age, gender, educational qualification, level of teaching or type of institute. It has a negative correlation with stress and a positive correlation with health behaviour. Further, health behaviour is inversely related to stress. Conclusions: Assessment of emotional intelligence and health behaviour of teachers should be a part of their routine evaluation and training so that specific interventions to reduce stress and to improve their overall health and performance can be appropriately planned.

Educators are globally posited as central actors in implementing national policies to prevent and counter violent extremism (P/CVE). However, in Finland, there are no binding P/CVE programs for education, and thus, most educators implement P/CVE based on their intuitive responses. For developing policies and practices for preventing violent extremism through education (PVE-E) in Finland, this study examines how educators position themselves in response to PVE-E and their considerations of PVE-E measures. This multi-modal study utilizes quantitative (n=1149), and qualitative (n=650) datasets collected from Finnish educators through an online survey, and a qualitative dataset (n=57) gathered during a PVE-E-related professional development training for educators. The quantitative data were analyzed using crosstabulation, and the Chi-square test. The qualitative data were analyzed using theory-driven content analysis. As an analytical and theoretical framework in which to analyze the results and discuss the findings, a model that merged the public health model (e.g. Clemmow et al., 2022) and the social ecology model (Bronfenbrenner, 1979) was created. When analyzing the educators’ considerations of PVE-E measures, the public health model was used to analyze the timing of the preventative measures (primary, secondary, or tertiary level of prevention). The social ecology model was used to analyze the factors addressed through preventative measures (micro, meso, and macro-level). Based on the findings, a substantial majority of Finnish educators considered PVE to be part of their professional duties. Their views on relevant PVE-E measures comprised mostly of primary-level prevention measures that addressed micro and meso-level factors, i.e., broad-based prevention targeting all students and the school community. However, considerations of secondary-level prevention measures (CVE) were scarce, and tertiary-level prevention measures (deradicalization and disengagement) were practically nonexistent. The findings highlight the need to offer P/CVE-related professional development training and strengthen multi-professional cooperation at the national level to advance the whole-of-society approach in Finland.

In the dynamic landscape of education, characterised by an information-driven society and the ever-increasing threat of crises, this paper delves into the vital role of financial flows in crisis management in the education sector. The purpose of this study is to clarify the importance of financial resource allocation by demonstrating its transformative impact on the resilience of educational institutions in times of crisis. The research highlights the important purpose of this study: to assess the strategic use of financial flows, explore their adaptability, and evaluate the joint efforts of educational institutions and governments to mitigate the effects of the crisis. Methodology. To achieve its objectives, the study adopts a multifaceted approach. It draws on a variety of sources, including case studies, policy analysis and financial data, to develop a comprehensive understanding of the role of financial flows in crisis management. A qualitative methodology is used to analyse the strategic allocation of financial resources, assess their dynamic nature and examine the effectiveness of joint efforts. The analysis is based on both primary and secondary data sources, providing a solid basis for the research. Results. The conclusions of this study are multifaceted and reflect the complex interrelationship of financial flows in crisis management in the education sector. First, the study reveals the key role of financial flows as a mechanism for ensuring the sustainability of educational institutions. The case studies show that institutions that proactively allocate funds to infrastructure, technology and student support are better prepared to effectively deal with unexpected disruptions. Second, the study identifies the importance of strategic resource allocation in times of crisis. By assessing risks and implementing crisis response plans, educational institutions can prioritise financial support and resource allocation, ensuring that critical needs are met quickly. Third, the study highlights the importance of collaborative efforts between educational institutions and governments. Public-private partnerships, government grants and support policies are becoming important components of crisis management that contribute to a coordinated response to crisis situations. Thus, this study highlights the integral role of financial flows in crisis management in the education sector. It emphasises their transformative potential by highlighting strategic allocation, adaptability and collaboration as key elements of resilience. By adopting these principles, education institutions and governments can effectively mitigate the impact of crises while upholding the fundamental right to education for all in the face of adversity.

Former Rhodes University students, co-authors of this article, were engaged in a knowledgemaking project during the Covid-19 pandemic. This paper is a product of that project, where participants deliberated on the inequalities in the education sector based on their experiences in their university. These were exposed and exacerbated by the pandemic. Using a decolonial theoretical lens, they present the experiences of students to critique university decisions at the time. They argue for a reconnection with the idea of the university as a public good, as an antidote to the neoliberal tendencies that perpetuate inequality in the sector. This requires a reconnection with its own students, and to collaborate with them to find strategies to deal with crises such as the Covid-19 pandemic. Additionally, a reconnection between the university and the school sector could lead to greater synergy and an easier transition between school and university. [ABSTRACT FROM AUTHOR]

Introduction: In Italy, on December 2020, workers in the education sector were identified as a priority population to be vaccinated against COVID-19. The first authorised vaccines were the Pfizer-BioNTech mRNA (BNT162b2) and the Oxford-AstraZeneca adenovirus vectored (ChAdOx1 nCoV-19) vaccines. Aim: To investigate the adverse effects of two SARS-CoV-2 vaccines in a real-life preventive setting at the University of Padova. Methods: Vaccination was offered to 10116 people. Vaccinated workers were asked to voluntarily report symptoms via online questionnaires sent to them 3 weeks after the first and the second shot. Results: 7482 subjects adhered to the vaccination campaign and 6681 subjects were vaccinated with ChAdOx1 nCoV-19 vaccine and 137 (fragile subjects) with the BNT162b2 vaccine. The response rate for both questionnaires was high (i.e., >75%). After the first shot, the ChAdOx1 nCoV-19 vaccine caused more fatigue (p < 0.001), headache (p < 0.001), myalgia (p < 0.001), tingles (p = 0.046), fever (p < 0.001), chills (p < 0.001), and insomnia (p = 0.016) than the BNT162b2 vaccine. After the second dose of the BNT162b2 vaccine, more myalgia (p = 0.033), tingles (p = 0.022), and shivers (p < 0.001) than the ChAdOx1 nCoV-19 vaccine were elicited. The side effects were nearly always transient. Severe adverse effects were rare and mostly reported after the first dose of the ChAdOx1 nCoV-19 vaccine. They were dyspnoea (2.3%), blurred vision (2.1%), urticaria (1.3%), and angioedema (0.4%). Conclusions: The adverse effects of both vaccines were transient and, overall, mild in severity. [ABSTRACT FROM AUTHOR]

Background: Emotional intelligence of teachers can affect their mental and physical health as well their performance in school. Both emotional intelligence and health behavior can have an impact on stress. The majority of Indian studies have examined only one type of teacher, have used indigenous scales which are not internationally valid, and have not studied health behaviour. The role of age and gender on emotional intelligence is also a debatable subject which requires larger studies The present study was undertaken to evaluate the trait emotional intelligence, stress and health behaviour of teachers and to determine their inter-relationship and to assess the role of demographic and professional attributes on emotional intelligence. Methods: Teachers from different schools, colleges and professional institutes situated in Dehradun and nearby towns in the state of Uttarakhand, India were evaluated by internationally valid tools for the three parameters. Results: Emotional Intelligence of teachers has no relation with age, gender, educational qualification, level of teaching or type of institute. It has a negative correlation with stress and a positive correlation with health behaviour. Further, health behaviour is inversely related to stress. Conclusions: Assessment of emotional intelligence and health behaviour of teachers should be a part of their routine evaluation and training so that specific interventions to reduce stress and to improve their overall health and performance can be appropriately planned.

Performance measurement systems (PMSs) are used to diagnose and remediate problems, termed the “decision-facilitating” or feedback role of management control. We examine whether use of PMSs by individual decision makers is associated with better performance. Experimental studies have isolated individual-level effects of feedback on decision quality; however, it is difficult to extend these findings to natural settings. Archival and survey studies offer evidence on the association between the presence of PMSs and performance but have had limited success in measuring decision makers’ actual use of PMSs and addressing endogeneity of the decision to use PMSs. We use unobtrusively collected data on actual PMS use in 30 K–12 charter schools over three years to test whether teachers who make greater use of two PMSs are associated with greater growth in student learning. We find that teachers’ use of PMSs is associated with increased student learning, consistent with the premise that PMSs facilitate teacher interventions and improve student outcomes. The results are both statistically and materially significant, and they are better explained by PMS use than by selection effects of better teachers using PMSs. Consistent with the organization’s focus on “at-risk” students, the strongest effects of teachers’ use of one PMS are concentrated among the lowest-performing students. In sum, we find broad support for the thesis that the feedback role of PMSs is associated with meaningful performance improvement.

Solar photovoltaic (PV) is an important strategy to de-carbonize the energy sector in the United States and to reduce the health, environmental, and climate change damages associated with the production of electricity from fossil fuel sources. While the potential for solar PV in the residential and commercial sectors has been widely studied, the potential in educational buildings is largely unknown. Educational institutions account for 11% of total US building electricity consumption and 14% of building floorspace. These buildings also contribute to approximately 4% of total US CO2 emissions, thus playing a potentially important role in climate mitigation strategies. We estimate the electricity use for 132k educational institutions across the US and estimate electricity generation, greenhouse gas and health damaging air emissions reductions, and private and social costs and benefits that would result from adopting rooftop solar PV. We find that solar PV in US educational institutions could provide 100 TWh of electricity services annually, meeting 75% of these buildings' current electricity consumption. We estimate the highest generation potential in Texas, California, and Florida with K-12 public educational institutions comprising the bulk of that generation. The provision of electricity services from rooftop solar PV on educational institutions could reduce health, environmental, and climate change damages by roughly $4 billion per year (assuming a social cost of carbon of $40/ton and value of statistical life of $10M in 2018 USD). Two key findings from this study are that: (i) the private costs of solar for educational institutions still exceed the private benefits from reduced electricity consumption across the entire country (unless a third party operation model is used, in which case some locations can have net-benefits), and (ii) with the exceptions of California and New York, the social health, environmental and climate change benefits exceed the levels of current incentives provided by the state and retail subsidies.

Currently, the challenges facing education include the quantity and quality development to globally competition, as well as producing human resources. Therefore, it is important to educate the younger generation, specifically high school students to become imaginative and creative. This systematic review aimed to focus on internet searching of entrepreneurship context related to character-in-making. The data were collected from three major databases i.e., google Scholar, Sinta, and Scopus database. The results showed that online learning help to shape students' character or behavior to promote entrepreneurial spirit. The results of this research also showed that institutional stakeholders easily select, sort, and compare the quality of applications. Nevertheless, the application or software is beneficial to children in terms of teaching and educating. From a commercial perspective, this software is beneficial because it provides income through purchase or rent. This qualitative descriptive study implies and highlights within its limitation that the emergence of entrepreneurs tends to improve the learning quality and the community economy. And there tend to be needed for educational facilities or software which affects the number of entrepreneurs engaged in teaching.

This research work presents a comprehensive methodology based on a social, technical, and economic evaluation study of a proposal educational services center in the Dominican Republic. For this purpose, a social survey, a technical assessment and an economic were considereded and integrated with a multi-objective optimization analysis for the best decision making. The obtained results revealed that 98% of the respondents agreed with the implementation of the center, and the technical study determined that an initial investment of $ 31,200 USD is required. Moreover, the economic feasibility assessment indicated that an average bank loan percentage of 5.72 ± 0.28% was the value where the initial investment is required, and the net present value are optimized. Also, the internal rate of the return value was 41.15%, the value of the payback period was 2.92 years, and the rate of investment and profitability index values were 63.18% and 1.62, respectively, which indicated that the project is highly viable since long-term economic benefits are obtained. Therefore, the comprehensive methodology presented in this work represents a valuable procedure for the best decision-making since it considers a holistic approach. Finally, this methodology can be used for its implementation in various frameworks as a plan for different investment projects in the educational, social, and health sectors in the Dominican Republic, and the obtained results demonstrated the acceptance and feasibility of the project within a local context for its integration and proliferation in the economic development of the country.

This study aims to identify a sustainable financing solution for developing the education sector in low-income countries. The United Nations underlines education as a means to achieve sustainable development in its fourth Sustainable Development Goal. Quality education can be crucial in bringing about global peace and prosperity by improving human capital and producing future leaders capable of efficient problem-solving and social transformation. However, imparting quality education is difficult when adequate resources and revenue are lacking. In this respect, the education sectors of most developing countries are resource-constrained, and thus, cannot achieve the fourth sustainable development goal by 2030. To address these confronting challenges, our study proposes the formation of an “Education Development Bank”, particularly in developing countries. It asserts that an independent corporation may provide sustainable financing solutions to bolster the education sector and related organizations. It analyses the data of various developing countries from 1975 to 2021. This proposal has implications for policy formulation for governments that value global peace and for United Nations guidelines.

This study aims to identify a sustainable financing solution for developing the education sector in low-income countries. The United Nations underlines education as a means to achieve sustainable development in its fourth Sustainable Development Goal. Quality education can be crucial in bringing about global peace and prosperity by improving human capital and producing future leaders capable of efficient problem-solving and social transformation. However, imparting quality education is difficult when adequate resources and revenue are lacking. In this respect, the education sectors of most developing countries are resource-constrained, and thus, cannot achieve the fourth sustainable development goal by 2030. To address these confronting challenges, this research proposes the formation of an "Education Development Bank", particularly in developing countries. It asserts that an independent corporation may provide sustainable financing solutions to bolster the education sector and related organizations. It analyses the data of various developing countries from 1975 to 2021. This proposal has implications for the governments to formulate policies in consistent with the United Nations guidelines. [ABSTRACT FROM AUTHOR]

Since the global epidemic of the coronavirus disease 2019 (COVID-19) over the past few years, Thailand education sector has been affected by the requisites for a digitization system and distance education. This sudden change has affected the quality of learning and statistical evaluations in the long term. Consequently, data analysis and categorization in learning quality assessment are critical for predicting the number of future students and learning performance after the COVID-19 outbreak. However, vast data analytics might be applied to the education sector in many aspects. In addition, machine learning can influence the categorization of students that are useful for analyzing the performance of different educational systems. Therefore, this study reviews the perspective and usability of data analytics and machine learning that influences current situations in Thailand education sector. [ABSTRACT FROM AUTHOR]

Although Lean Thinking (LT) is becoming popular in service organizations, few studies have applied Lean tools to the education sector. Furthermore, although inventories are one of the main wastes in this sector, to date, no study has presented a decision support system (DSS), based on LT, for stock management in academic institutions. This study aims to design an application of LT in teaching and research laboratories to provide improvements in workplace organization, setup times, and stock management. Lean tools were implemented in a case study, and an e-Kanban DSS was designed to determine when and in what quantity an order should be placed, considering factors such as forecasting demand, demand level (high or low), and component deterioration. For testing the DSS, a simulation was carried out using as an example a set of articles that integrate the protocol of laboratory activity. The implementation of Lean tools improved the organization of the workplace, which contributed to a reduction in unnecessary movements and the setup time of practical activities. Additionally, the study demonstrated that the developed DSS calculates the quantities to be ordered according to the selected mathematical formulas and generates appropriate visual alerts, depending on the need to place an order. [ABSTRACT FROM AUTHOR]

Background: Emotional intelligence of teachers can affect their mental and physical health as well their performance in school. Both emotional intelligence and health behavior can have an impact on stress. The majority of Indian studies have examined only one type of teacher, have used indigenous scales which are not internationally valid, and have not studied health behaviour. The role of age and gender on emotional intelligence is also a debatable subject which requires larger studies The present study was undertaken to evaluate the trait emotional intelligence, stress and health behaviour of teachers and to determine their inter-relationship and to assess the role of demographic and professional attributes on emotional intelligence. Methods: Teachers from different schools, colleges and professional institutes situated in Dehradun and nearby towns in the state of Uttarakhand, India were evaluated by internationally valid tools for the three parameters. Results: Emotional Intelligence of teachers has no relation with age, gender, educational qualification, level of teaching or type of institute. It has a negative correlation with stress and a positive correlation with health behaviour. Further, health behaviour is inversely related to stress. Conclusions: Assessment of emotional intelligence and health behaviour of teachers should be a part of their routine evaluation and training so that specific interventions to reduce stress and to improve their overall health and performance can be appropriately planned.

BACKGROUND: The Evidence-Based Practice Attitude Scale (EBPAS) is a widely used tool, but it has not been adapted and validated for use in schools, the most common setting where youth access behavioral health services. This study examined the factor structure, psychometric properties, and criterion-related validity of the school-adapted EBPAS in a sample of school-based behavioral health consultants. METHOD: A research team comprised of experts in implementation of evidence-based practices in schools along with the original developer adapted the EBPAS for the school setting. The adapted instrument was administered to a representative sample (n = 196) of school-based behavioral health consultants to assess the reliability and structural validity via a series of confirmatory factor analyses. RESULTS: The original EBPAS factor structure was confirmed, with the final model supporting four first-order factors that load onto a second-order factor capturing general attitudes toward evidence-based practice. Correlations among the subscales indicated both unique and shared variance. Correlations between EBPAS scores and consultant variables demonstrated differential criterion-related validity, with the total score and the Requirements and Openness subscales demonstrating the strongest correlations. CONCLUSIONS: The adapted EBPAS performed well when administered to behavioral health consultants operating in the educator sector, supporting the relevance of assessing attitudes in school settings. Potential directions for future research and applications of the EBPAS in schools and other service sectors are discussed.

The present study sifts the indirect role of psychological capital (PsyCap) in linking authentic leadership (AL) and job performance (JP). Furthermore, this study investigates the interplay of AL and perceived organizational support (POS) in PsyCap. We tested these assumptions through PROCESS macro with two sources of data collected from 350 employees and their respective colleagues working in education sector organizations in China. The study findings established that AL positively influences employee performance directly and indirectly through PsyCap. POS moderates the effects of AL on PsyCap such that this relationship gets more pronounced in individuals with high levels of POS. All organizations in the education sector can benefit from the current study’s practical application. We recommend that firms create and implement these training programs to improve JP since AL is favorably correlated with JP. The organization should pick executives with a vision to encourage e-JP. To promote this behavior, firms can also hold management training seminars, conferences, and programs. Making performance a clear necessity within job criteria will encourage it among personnel. To achieve great results, top management and leadership must inform the workforce about the importance of authentic behavior in the workplace. [ABSTRACT FROM AUTHOR]

The study aimed to examine the effect of ethical leadership on employees' ethical work behavior. Furthermore, this study examined the mediating role of organizational commitment in the relationship between ethical leadership and employees' ethical work behavior. This study was conducted in a public-sector educational organization, and 500 questionnaires were distributed among targeted employees. Out of these, 400 valid responses were received from individuals working in the education sector in China. The findings showed a positive and significant impact of ethical leadership on employees' ethical work behavior. We found that organizational commitment also significantly mediates the relationship between ethical leadership and employees' ethical work behavior. The practical implications of the current study are useful for all organizations in the public sector. As ethical leadership is positively related to employees' work behavior, we recommend that organizations should develop and conduct such training programs to promote ethical work behavior. Leaders with a strong sense of ethics should be hired to encourage ethical work behavior within the organization. Furthermore, organizations can conduct management training programs, seminars, and workshops to encourage such behavior. Ethical behavior can be encouraged among employees by making it a clear requirement of their jobs. To achieve positive results, top management and leadership must educate employees on the value and importance of ethical behavior in the workplace. [ABSTRACT FROM AUTHOR]

Copyright of Les Cahiers du CREAD is the property of Centre de Rrecherche en Economie Appliquee pour Developpement 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 present study sifts the indirect role of psychological capital (PsyCap) in linking authentic leadership (AL) and job performance (JP). Furthermore, this study investigates the interplay of AL and perceived organizational support (POS) in PsyCap. We tested these assumptions through PROCESS macro with two sources of data collected from 350 employees and their respective colleagues working in education sector organizations in China. The study findings established that AL positively influences employee performance directly and indirectly through PsyCap. POS moderates the effects of AL on PsyCap such that this relationship gets more pronounced in individuals with high levels of POS. All organizations in the education sector can benefit from the current study’s practical application. We recommend that firms create and implement these training programs to improve JP since AL is favorably correlated with JP. The organization should pick executives with a vision to encourage e-JP. To promote this behavior, firms can also hold management training seminars, conferences, and programs. Making performance a clear necessity within job criteria will encourage it among personnel. To achieve great results, top management and leadership must inform the workforce about the importance of authentic behavior in the workplace.

Digital disruption has been the most used and discussed topic in the last 6 years and has been a trending topic on the Google trends, only second to the remote working searched on Google search engines. Most business continuities have been put at risk due to significant reasons like COVID-19, Social distancing norms, and technology disruption to name a few. Businesses especially in UAE higher education sector need to take a holistic view that considers potential threats to an organization and look at providing a resilience framework to respond effectively to safeguard the key stakeholder’s interests. The research study looks at combining the business continuity maturity model and the digital disruption models and suggests a framework that business managers and owners can consider mitigating the risks and enhancing the resilience of their organization for the future. The organization might be able to enhance its brand value and look at creating more value in its services. This study can help managers and top management look at the factors that can improve performance after the disruption. The participants can be trained to work during disruption to mitigate the risk or crisis, reducing major losses in business.

TQM practices are important to provide customer satisfaction by improved product performance and sustained towards the organizational goal. The objective of this study was to analyze the relationship between TQM practices, process innovation and employee performance. In this study, six critical success factors of TQM have been identified namely customer focus, leadership, training, teamwork, communication, and top management. Based on thorough literature review, employee performances have been measured by two constructs which are job satisfaction and workplace environment. The results revealed that not all TQM practices enhanced production workers' job satisfaction. Only organization culture and teamwork showed a positive relationship with the production workers' job satisfaction. [ABSTRACT FROM AUTHOR]