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The purpose of this research was to investigate the possibilities and opportunities for ASEAN and Korea student exchange programs in the post-COVID-19 pandemic era, by focusing on the needs of non-participating ASEAN students. To do so, this study conducted an online survey to analyze ASEAN students' understanding, views, expectations, and reasons for not participating in student exchange programs to Korea, while investigating their considerations and preferences for future participation. The findings revealed significant differences between ASEAN students in terms of nationality (especially Vietnamese students), academic field, and gender. They also highlighted the rising role and importance of hybrid and online modes of student mobility, that grew in the wake of the COVID-19 pandemic. Therefore, there is a need for universities, government policy makers and educational scholars to reflect the emerging new needs of students concerning ASEAN-Korea exchange programs in the post-COVID-19 pandemic era.

School absenteeism is a major societal problem, with a range of potential adverse long-term consequences. This scoping review aimed to provide a comprehensive overview of the research on school absenteeism in autistic children and adolescents, expose important gaps in the literature, and explore possibilities for future systematic reviews. Five relevant databases were searched systematically from inception to June 2023, yielding a total of 46 eligible reports from 42 separate studies. All studies were conducted in high-income countries, and most were published in the last decade. Three major themes emerged: occurrence, contextual factors, and interventions. The results of large-scale population-based studies clearly suggested that autistic children and adolescents were absent from school more often than their non-autistic peers, which partly was attributable to co-occurring conditions. Bullying also emerged as a potential risk factor. Only a few preliminary studies were available on targeted interventions, emphasizing the need for more robust studies. More research is also needed on the mechanisms leading to and maintaining school absenteeism in this group of learners. Overall, the diversity of research questions, methods, and definitions used in this body of research suggests that systematic reviews with narrow focus on a few key questions may still be premature.

This study explored the implementation of the whole school approach (WSA) on social and emotional guidance (SEG) in rural primary schools in Sarawak, Malaysia. Regular teachers (N = 2,532) in Sarawak responded to an electronic survey. The theory of planned behavior (TPB) and the socio-emotional guidance model were employed to explore the level of implementing the WSA on SEG among the respondents. Factors affecting the intention to be involved in SEG were also explored. This paper provides insights for policymakers and educational administrators to promote the social and emotional well-being of rural students in a developing country.

Purpose: This study aims to explore how the integration of augmented reality (AR) filters into English as a second language (ESL) can enhance speaking fluency teaching. The study sheds light on how AR filter can be best implemented in speaking fluency teaching by the innovative opportunities to transform language learning experiences. In this study, ESL teachers' perceptions and experiences with AR filters in speaking fluency instructions were examined through qualitative research method. Design/methodology/approach: This study is an evaluation stage study within a bigger study which utilized design and developmental research (DDR) approach. In this third phase of DDR which is the evaluation phase, this study involved semi-structured interviews with six ESL teachers from six different public secondary school settings. Thematic analysis was conducted on the interview transcripts. Findings: Data analysis revealed several key findings regarding the utilization of AR filters in ESL speaking fluency teaching. Firstly, participants reported that AR filters can be best used in various educational settings. Secondly, AR filters were found to provide supports for various students' levels. Thirdly, participants identified that AR filters can be best used to cater students with diverse learning styles. Research limitations/implications: The work aims to help ESL educators in using AR filters in their speaking fluency teaching. The limitation of this study is that it includes only the experience of teachers from a public secondary school setting without taking into consideration other secondary institutions such as ESL teachers from private schools or boarding schools. The generalizability of our findings may be affected due to our reliance on self-reported data from a small sample size. Practical implications: The implications of these findings for ESL pedagogy and teacher professional development are discussed. By incorporating AR filters into ESL speaking fluency instruction, educators can create speaking fluency teaching in various settings such as formal and informal settings. Furthermore, ESL teachers may immerse students in environments that cater to the diverse language learners' styles and language levels through the use of AR filter. Overall, this research contributes to a deeper understanding of the potential of AR filters to transform ESL teaching and learning practices, paving the way for future innovations in language education. Originality/value: Available studies exploring AR in English teaching exist, but very limited of those utilized markerless AR, in the form of AR filters with speaking fluency teaching. Also, this paper focused on teachers' experience with AR filters in contrast to students' experience in public secondary school settings.

This study examines the reference societies of Norway and Sweden embedded in their education policy documents. We examined 4,260 bibliographic references in 19 white papers and green papers prepared for the 2016/2020 renewal of the Knowledge Promotion Reform in Norway and the 2015/2018 Knowledge Achievement Reform in Sweden. In addition, we interviewed 10 policy experts who participated in the preparation of the analyzed policy documents. The results show that the reference societies overall reflect the existing knowledge production and dissemination mechanisms in education policy; however, they significantly differed between Norway and Sweden regarding whether and to what extent they reference knowledge produced in other Nordic countries. Specifically, while Norway drew extensively on knowledge from its neighbors, particularly Sweden, Sweden seldom referenced knowledge produced in other Nordic countries. Policy actors identified similarity, relevance, accessibility, reform contexts, and institutional arrangements as reasons for (not) referencing neighbors. This study calls for further consideration of the political, social, and cultural embeddedness of the 'socio-logic' to understand implicit reference societies.

This study investigates the impact of principals' instructional leadership practices on secondary school teachers' effectiveness in the North Central Geo-Political Zone of Nigeria. To answer the research question of the study, the Principal Instructional Management Rating Scale (PIMRS) and the Virgilio Teacher Behaviour Inventory (VTBI) were administered to 389 teachers in 18 public secondary schools. The results indicate that instructional leadership, in terms of defining school mission; managing instructional programs; and developing a positive school learning climate, are significantly and positively associated with teachers' effectiveness. Therefore, stakeholders in the education sector can make informed decisions and interventions to enhance teachers' effectiveness through the principals for desirable learning outcomes. Similarly, school principals should focus more on instructional leadership practices that relate to teaching and learning in order to improve teachers' effectiveness. This study adds to the existing knowledge on factors that determine teachers' effectiveness in Africa, in particular, in Nigeria.

The aim of this article is to explore the interrelationships between a national government and the Organisation for Economic Co-operation and Development (OECD) in terms of the power and legitimization of education reforms, here based on the reciprocal dependence of the two actors. Although the current case study only analyses the shifting relationships between Sweden and the OECD, the assumption is that the case is quite representative of the ambiguities of power in the relationships between the OECD and its smaller member countries and the Nordic countries in particular. To explore the relationship between the Swedish national government and OECD, we make use of discursive institutionalism as a general framework. For a closer understanding of the standpoints of the OECD and Sweden on different matters and at different times, two explanation logics are used. The discourses we found characterizing the different kinds of relationships over time are a discourse of opposition, a discourse of mentorship and a discourse of subordination. We argue that there are both ideational and institutional reasons affecting the conditions for cooperation on educational policy. Although institutional reasons strengthen the maintenance of the cooperation, ideational reasons both challenge and develop the nature of the collaboration between the OECD and Sweden.

The use of technology in education is believed to enhance students' learning experience. Technology such as Augmented Reality (AR) is increasingly used in the classroom through the use of gamification. This study aims to examine students' experience in using a board game with web-based Augmented Reality named REV-OPOLY in their learning. REV-OPOLY's theme is on the emerging technology revolution concepts where in this board game, players can buy, rent and sell technologies through question cards to gain the opportunity to own the technology. AR is implemented into the game as the play pieces and part of the play cards. The respondents are the undergraduate students enrolled in Computer Application in Management course in Universiti Utara Malaysia. In this qualitative study, respondents will be tested through pre-test and post-test to compare the effectiveness and efficacy of REV-OPOLY compared to traditional methods of self-revision. The findings showed that 98.8% of the respondents are interest-ed in using REV-OPOLY in learning and 86.1% of them are satisfied with the structure of the game, mainly the multiplayer aspects of it (95.3%) which enforce interaction and discussion among the players (89.5%) and 93.0% agreed that they can learn better through the game as an informal learning medium. In this study, REV-OPOLY has shown to have received positive feedback from the respondents. Further research is required to assess the students' learning outcomes and experience of REV-OPOLY.

Massive Open Online Courses (MOOCs), the fast developing teaching and learning platforms of global interest, are the product of higher education's expanded usage of e-learning. MOOCs have been heralded as the potential educational breakthrough for the 21st century. A positive attitude toward self-efficacy is essential for successful MOOC implementation. However, only a few studies have been conducted to ascertain a student's MOOC efficacy level, and a very limited scale for assessing a student's MOOC efficacy has been identified in the context of Malaysia. This study aims to develop and validate a student's MOOC-efficacy scale for higher institutions. In this study, students' MOOC-efficacy was conceived in four ways (i.e. information searching, making queries, MOOC learning, and MOOC usability). A descriptive research design with a scale was employed to collect information from 289 students enrolled in higher institutions. The Educational and Psychological Testing Standards were adapted to develop a scale to gauge students' MOOC-efficacy. The scale's appropriate items, as well as its validity and reliability, were determined using Exploratory Factor Analysis (EFA). Significant levels of validity and reliability for the developed scale were found. The scale comprised four dimensions, i.e., information searching (three items), making queries (seven items), MOOC learning (six items) and MOOC usability (seven items), amounting to a total of 23 items. This scale was then used to determine the efficacy of higher institution students in using MOOCs. The eigenvalues of the four MOOC efficacy dimensions were within the range of 1.39 to 8.49. The factor structures explained 63.9% of the total variance. The scores of reliability varied in the range of 0.822 to 0.890. This work produced a psychometrically sound scale to measure students' MOOC efficacy. Students, educators, administrators, and other individuals may benefit from the application of the verified MOOC efficacy scale. The information generated from the scale can be utilized to determine the training needs of students, educators and MOOC developers.

Infrastructure development requires significant changes and transformation in the Geomatics field for the upcoming decade. The use of new technology in Geomatics and surveying is essential and can be leveraged in many survey applications that will help on building the nation towards a sustainable future. In the last 5 years, GNSS technology has been widely used and practiced to replace total station for survey work. Main factors that contribute to these business changes are the availability of much cheaper equipment with good technical capability in the market that helps the surveyor to perform their work faster and more efficiently. Global navigation satellite system services for accurate positioning has also rapidly increased and provides many options and solutions for the industry player or surveyor to choose. Combination of multiple global navigation satellite system providers such as GPS, GALILEO, GLONASS and BeiDOU have developed good satellite networks and increased numbers of available satellites for observation that improve absolute position accuracy. CHC i70 is among the best selling GNSS model on the market right now. The receiver can receive signal from GPS, GALILEO, GLONASS and BeiDOU simultaneously. This study will outline and focus on the capability of the RTK-Based method (30 second to 1 minute observation period) using CHC i70 instrument in high-precision measurement work. The research was done using the GPS calibration test site at Politeknik Sultan Haji Ahmad Shah (POLISAS) and was also practiced in the actual work for establishment of Temporary Bench Mark (TBM) along Jalan Melor to Ketereh, Kelantan. The result of the study found that RTK-Based method can meet the precision work that is permitted under 2cm accuracy. Studies show that the method of using RTK- Based is suitable for high precision work and improves the measurement time and work duration at field.

The quality and level of job satisfaction among lecturers play a significant role in implementing transformation to improve the education system. The main reason for the decreasing of job performances among lecturers is due to the low level of job satisfaction. This study aimed to examine the relationship between a director's transformational leadership style and the level of job satisfaction among lecturers at MARA Professional College. This is a survey study employing descriptive and inferential quantitative method. The Multifactor Leadership Questionnaire (MLQ) and Job Descriptive Index (JDI) instruments were distributed to 64 participants that were chosen using simple random sampling from the 75 population of MARA Professional College lecturers. The data was analyzed using Statistical Package for Social Science (SPSS) version 22. The findings revealed that the level of practice of the director on transformational leadership was low. In addition, there was a significant relationship between the transformational leadership practice of the director and the level of job satisfaction among lecturers at MARA Professional College. The level of job satisfaction among the lecturers was influenced by the director's leadership practice, thus a director can increase the level of job satisfaction among the staff by practicing the transformational leadership style in managing a college. The findings are expected to assist the organization of MARA Professional College to identify the level of work pressure faced by the lecturers.

The aim of the paper is to establish the mediating role of teachers' self-efficacy in the relationship between teachers' job satisfaction and teachers' commitment of primary school teachers in Malaysia. Although several scholars have established the relationship between teachers' commitment and job satisfaction, this is the first study that tests the mediating effect of self-efficacy in the relationship of job satisfaction and teachers' commitment in primary schools in Malaysia using motivation-hygiene theory. The research study used a validated questionnaire on a sample of 984 teachers and the research questions in the study were addressed by using structural equation modelling. The findings were that self-efficacy significantly mediated the relationship between primary school teachers' commitment and job satisfaction, both teachers' commitment and self-efficacy had significant and direct impacts on the job satisfaction of primary school teachers and the presence of self-efficacy enhanced teachers' commitment and improved the job satisfaction of primary school teachers in Malaysia. It is clear that teachers needed to be communicated on the importance of having greater self-efficacy for better commitment and job satisfaction. As the study used a cross-sectional research design that was quantitative-oriented, in future, interviews could be adopted for a more inductive examination of teachers' job satisfaction, self-efficacy and commitment. The primary schools in Malaysia should consider the role of self-efficacy in improving job satisfaction among teachers in Malaysia by adopting strategies that would enhance teachers' self-efficacy so as to spur them to perform better at their jobs.

Several instruments that measure the teaching, learning, and assessment quality have been developed and published. However, a psychometrically sound instrument to measure teaching, learning, and assessment quality in early childhood care and education that suitable for the Malaysian context needs to be validated. Therefore, this study aimed to validate on teaching, learning, and assessment quality in early childhood care and education instrument, which contains 68 items. The sample comprised 3,498, selected by stratified random sampling from a population of all Malaysian kindergarten teachers. Data were analyzed based on the Polytomous Item Response Theory (IRT) using the Xcalibre software. Samejima's Graded Rating Model (SRGM) was found to be the fit model with the data. Unidimensionality assumption and local independence were tested using the exploratory factor analysis and were fulfilled. The instrument's reliability was overall very good ([alpha]=0.966) and the construct validity was also fairly fulfilled with the value of 58.17% total variance explained. Therefore, this instrument is suggested to be used as fairly to measure the quality of Malaysian early childhood care and education among teachers so that appropriate follow-up actions can be implemented towards the betterment of early childhood education quality.

This paper presents the development process of talent management in higher education institutions. Specifically, this study aims to identify clusters that best fit the leadership competency framework for those institutions. This study utilizes the qualitative approach via focus group discussion with the Leadership Competency and Instrument Committee in AKEPT, and also by interviews with academics in the public universities. The findings from the focus group discussion and interview demonstrate five clusters of leadership competency skills framework: personnel effectiveness, cognition, leading, impact and influence, and achievement and action. Within these clusters, issues were identified that need to be taken into consideration when selecting future leaders in higher education institutions. Based on the findings, a set of attributes were listed that can be adopted in the future to allow leaders of higher institutional education to enhance their sustainability performance. This paper provides an understanding to interested parties on the attributes of good leaders for higher education institutions.

This research explored two important constructs in 21st century e-education--students' MOOC-efficacy and meaningful learning among undergraduate students in selected public universities in Malaysia. Its main objective was to examine the causal relationship of students' MOOC-efficacy on meaningful learning. The study conceptualized students' MOOC-efficacy in four dimensions (i.e. information searching, making queries, MOOC learning, and MOOC usability), while conceiving meaningful learning as having five dimensions (i.e. cooperative learning, active learning, authentic learning, constructive learning, and intentional learning). This research applied cross-sectional survey design. Data were collected with a 52-item questionnaire whose reliability indexes ranged from 0.822 to 0.890 for the dimensions. The study's population was identified as university students who have had some experience with MOOCs and who willingly volunteered to participate in the research. A sample of 603 respondents was drawn through simple random sampling. The full-fledged Structural Equation Modeling (SEM) was adopted for data analysis. The finding indicated that students' MOOC-efficacy was positively associated with meaningful learning. The results show that students' MOOC-efficacy explains 67% of the variance in meaningful learning. The fit indices indicate an adequate fit: RMSEA = 0.041, CFI = 0.923 and X[superscript 2]/df = 2.067. The finding provides further insights into what works in an open online environment. The insights may be used to fulfill learners' needs and preferences. MOOC-efficacy interventions are crucial in order to encourage students' meaningful learning in the e-learning platform.

Purpose: The main purpose of service learning is to produce holistically developed students. Since 2015, the Ministry of Higher Education has mandated the infusion of service learning into various study programs, however till today, service learning across the country is still in its infancy. Critical insights on its contextual compatibility is not fully understood within the Malaysian context. Therefore, this paper aims to highlight the perspectives of lecturers and students on the challenges they have encountered when participating in service learning. Methodology: This study employed a qualitative approach, and incorporated the principles of Scholarship of Teaching and Learning (SoTL) that guided data collection from the participants. The students and lecturers who participated in the study were selected using purposive sampling techniques. The data from the students were collected through focus group interviews, while in-depth face to face interviews were conducted to collect data from the lecturers. The two sources of data were then analysed using a thematic analysis method. Findings: Based on the analysis of the perspectives from students, the challenges encountered were as follows: 1) there is a gap in the understanding between theory and practice, and 2) the lack of cognitive autonomy. On the other hand, the main challenge identified based on the perspectives of the lecturers is the lack of structural support. Moreover, the common challenges experienced by both participants are the relationship and rapport with the community. Significance: These findings provide insight into the challenges faced by lecturers and students in a public university where service learning is practised. These insights would provide necessary information to academic developers that provide training workshops on service learning, and to lecturers that are involved in the design and implementation of service-learning projects.

To identify the most frequent factors that showed significant results in the previous literature of social media, a quantitative systematic approach of 713 studies was conducted. The results showed that perceived enjoyment (PE), subjective norm (SN), self-efficacy (SE), perceived critical mass (PCM), facilitating conditions (FC), perceived compatibility (PC), and information quality (IQ) were the main frequent factors that showed significant results in the reviewed studies. Accordingly, this research aims to develop a comprehensive theoretical model by extending the Technology Acceptance Model (TAM) with those factors to investigate the students' behavioral intention to adopt social media in higher education. The developed model is validated using the partial least squares-structural equation modeling (PLS-SEM) technique through data collected from 655 students studying at eight colleges/universities situated at eight governorates in Oman. The findings showed that PE, PCM, PC, and IQ positively impact the perceived usefulness (PU) of social media for learning purposes. The results also indicated that PE, SE, FC, and IQ positively affect perceived ease of use (PEOU). However, PU was not affected by SN and SE. Similarly, PEOU was not influenced by PC. The theoretical contributions and practical implications of these results are also discussed.

In this descriptive qualitative study, parental involvement is the partaking of families on the learning and holistic development of children at home and in school on teachers lens and a part of a larger study. Teachers' perspective is imperative in developing a school-facilitated parental involvement framework in the Philippine context. The researcher used document analysis and interview to gather data. Data were analyzed using content and thematic analysis. Results revealed four themes: (1) meaningful home-school communication; (2) collective in-school engagement; (3) structural at-home learning support; and (4) refining teachers' capacity. These results can be used as an input in developing a school-facilitated parenting involvement framework that encompass the contribution of teachers in planning, developing, and evaluating parental involvement programs which future researchers can also use in their studies. It is important that teachers especially early childhood educators should understand parental involvement and recognize its positive effects to the teaching and learning process.

This study aimed to validate an extended Unified Theory of Acceptance and Use of Technology (UTAUT) based on the data derived from mathematics teachers of Riyadh Region, Saudi Arabia. Taking into account perceived enjoyment, anxiety, and self-efficacy in using smartboard, the study extended the original UTAUT model. It assessed the effects of these three main factors on the teachers' behavioural intention to use smartboard. The study evaluated computer training-invariant of the causal structure of the hypothesized model. The data were collected from a self-reported questionnaire administered to 150 female mathematics teachers in the Saudi intermediate public schools in Riyadh. The results of structural equation modeling supported the adequacy of the hypothesized interrelationships. Moreover, computer training groups appeared to moderate the structural relationships among the constructs of the extended model.

This study aims to draw on elements related to the successful implementation of school-based management (SBM). Many studies show the success of governance but the objective is to examine whether SBM is tested to account for improving school effectiveness (SE) and student achievement (SA). A survey method design was used to know how the upper stream including political context, principal leadership and teacher performance (TP) contributes directly and indirectly to improve school quality and academic achievement. Questionnaires were given and were responded by teachers produced a model of direct and indirect structural relationships among the factors. The findings proved that there was a direct and indirect relationship between the upper stream factors that lead to TP to improve SE and SA as a lower stream. This shows how strong the role of a teacher as the central point of the innovation and education reform in schools. This study is limited to the secondary public schools in a marginal district. Furthermore, this study does not investigate deeply into facilitative factors within the implementation process. It focuses on factors that enable schools to bring the SA to scale.

Nursery is a preparation for kindergarten education. This paper deals with the gained competence of the nursery as they move up to the kindergarten program of the K-12 Curriculum in the Philippines. This study reveals that there are similarities and differences in the curriculum programs of nursery and kindergarten; that the nursery children performed very satisfactory in the learning domains on Social and Emotional; Self-Management; Perceptual and Motor; Early Math; Early Literacy; Receptive Language; and Expressive Language; and that sex is not related to the children's ability to learn and develop the skills needed of their age. This is a quantitative-descriptive method that investigated 568 nursery children from the 29 National Child Development Centers or Day-Care Centers in the Philippines. Using documentary analysis, Levene's test, and T-test, the study revealed the similarities and difference in the 2 programs and the levels of competence of the nursery children in the different domains of learning offered by the program showing their ability and the skills which help them move up to kindergarten. This study recommends that there should be a good transition of children from nursery to kindergarten and this can only be achieved if there is congruency of the curriculum offered by the two programs. The skills mastered by the children in nursery program should be enhanced more in the kindergarten program. Since kindergarten is an important developmental milestone for young children, it should offer children an experience to develop their skills, competence and potentials to the fullest and that a balance and holistic development of the children should be ensured.

Purpose: The study explored how an underprivileged blind individual from an extremely poor family developed resilience and soft skills to thrive in life, despite challenges that could have easily hindered the development of his abilities. Methodology: This qualitative study employed the narrative inquiry method, involving responsive interviews. Experiences over a period of time were retrospectively documented via the collection of a life story from one participant who was very distinctive to the phenomenon being studied. Data analysis was carried out manually using open, thematic and longitudinal coding methods, after which interpretation was done to provide meaning to the results. Findings: Positive youth development in the participant's life may be the result of the ecological system he grew up in, supported by three synergistic protective factors: religiosity and spirituality, parental discipline, and care and support, in addition to the traumatic life-turning points he experienced. Significance: The findings provide directions for further research on the underprivileged in the Malaysian context. They would also be able to guide the government and other interested stakeholders on potential methods and initiatives to build resilience and motivation to learn soft skills so that underprivileged children will be able to thrive in life.

Purpose: The validity of any performance assessment depends substantially on the rating scale used in the assessment procedure. It delineates the theoretical construct being measured and influences how performances are judged and interpreted. This study examined the factorial validity and invariance of the rating scale used for the assessment of the essay writing component of the Malaysian University English Test (MUET) in terms of the correspondence to empirical data and the theoretical construct of ESL writing. Methodology: To determine the factorial validity of the MUET essay writing rating scale, a measurement model was developed based on the criteria description of the scale. Model-data fit was tested using CFA. The data comprised 392 essays, taken from a university English proficiency examination. Factorial invariance was tested through consecutively more restrictive models. Results: A 3-factor structure model was found to produce the best fit to the data. Factorial invariance was tested by examining the comparability of the structure and values of parameters within the model across two groups. A more restrictive model was subsequently tested, where variances and covariances of the latent constructs together with factor loadings were constrained to be equal for the two groups. The resultant goodness-of-fit indices showed a better fit to the data, providing support for the factorial invariance of the 3-factor structure model. Significance: The results support a 3-factor structure model, congruent with the theory of ESL writing. However, further validation needs to be carried out across different ESL populations to ensure accurate representation and assessment of ESL writing performance.

Purpose: The main purpose of this study was to determine school leaders' ability to manage underprivileged students' needs, the level of achievement of these students and the relationship between the two variables. Design/methodology/approach: A quantitative methodology comprising a questionnaire instrument was utilized to collect data from 239 underprivileged students attending schools in Kelantan, Malaysia. Descriptive statistics comprising mean values and standard deviations were calculated to determine school leaders' ability to manage underprivileged students' needs and the level of achievement of these students. Inferential statistics comprising a Pearson correlation was calculated to determine the relationship between the two variables. Findings: School leaders' ability to manage underprivileged students' needs was high, whereas the achievement of underprivileged students was moderate. A weak positive relationship was observed between the two variables. Research limitations/implications: The sample was limited to 15-16-year-old students in one state in Malaysia. Further research is therefore needed on samples from across Malaysia. This paper enhances knowledge of the relationship between school leaders' ability to manage underprivileged students' needs and the level of achievement of these students. This study also has implications for Maslow's human needs theory. Practical implications: The implications of the findings for school management practices are that an ability to manage underprivileged students' needs can increase the level of achievement of these students. The findings also indicate that adhering to Sustainable Development Goals, the Malaysian Education Blueprint and the Eleventh Malaysian Plan to ensure quality education for underprivileged students is relevant and should be continued. The findings can also be used as input in training school leaders. Social implications: The findings suggest that the community needs to take more responsibility for underprivileged students, especially in managing their needs, in order to increase the achievement. The findings can usefully be employed to reduce the social gap between underprivileged and privileged groups. Originality/value: This is the first study to examine the relationship between school leaders' ability to manage underprivileged students' needs and the students' achievement.

Classical ballet training has been criticized for prioritizing technical excellence over creativity, despite 21st century dancers needing to be strong in both aspects. The aim of this study was to investigate professional choreographers' views on (a) how ballet training inspired vs. inhibited their creativity and (b) potential gender differences in this regard. Eight choreographers (50% female) participated in semi-structured interviews, with transcripts analyzed using thematic analysis. The key theme was created from accounts of how ballet training impacted on interviewees' "Intrinsic motivation to create," fed into by experiences of "Autonomy, Variety and Opportunities." Experiences of significant autonomy thwarting were considered to have inhibited creativity; this was one of several areas of gender difference, and a reason for participants to pursue choreography rather than stay employed as dancers. In following the emergent Recommendations for schools, it is possible that Intrinsic motivation to create could be better nurtured in ballet training.

In this article, we explore the processes of transfer and translation of education policy in a study focusing on the relationship between the Organisation for Economic Co-operation and Development (OECD) and Sweden. The purpose of the study is to investigate how selective borrowing occurs both in terms of references to different types of knowledge sources underpinning the arguments and shared discourse formations. The data were obtained from two policy reports: an OECD review report of the Swedish school system and a Swedish follow-up report proposing actual school reforms. The method was twofold: first, mapping, categorizing, and counting all the textual references in the two documents; second, critically analyzing the discourses emerging in the two policy texts. The results show that international references play a significant role in substantiating arguments for Swedish education policy. Both policy texts share a policy discourse characterized by suspiciousness toward the professionalism exercised by teachers and local education authorities.

The key aim of this study is to explore the perceptions of English as foreign language (EFL) teachers about peer observation as a tool for professional development that is implemented in an English Language Institute of a Saudi Arabian university. This paper reviews literature on peer observation to develop a conceptual and theoretical understanding of peer observation systems in different contexts. It utilizes a mix-method approach and applies a questionnaire and semi-structured interviews as data collection tools. Questionnaire is used to get information about EFL teachers' perceptions whereas semi-structured interviews provide an insight into their practices in the form of peer observation and future amendments for PD. The participants share their lived experiences who consider the current practice of peer observation a consistent professional challenge due to several factors, i.e. their lack of autonomy in deciding about the peers, trust deficit between administration and EFL teachers, rarely held pre-observation conferences due to the loads of teaching hours, observers' insufficient training and qualifications in conducting PO, and the element of threat and insecurity. Based on the findings, recommendations are made to improve the existing peer observation system for the benefit of the EFL teachers, English language learners and the institute.

Inculcating collaborative problem solving (hereinafter CPS) skills to help develop students' knowledge, especially for problem solving (PS) involved in the subject of physics is of utmost importance in the 21st century. It was on such grounds that in the present study, physics PS learning was innovated by engaging students' generated animation within the recent CPS learning framework process. Next, the effectiveness of the steps in this innovative approach, which was developed as Lensmation CPS Module, in inculcating CPS skills was determined. Seventy respondents were involved in this quasi-experimental study, in which one treatment group was exposed to the module whereas the control group practised the conventional PS learning. In the course of completing their PS tasks, the students who were involved in this study had their CPS skills assessed using the CPS Proficiency Rubrics. MANOVA analysis revealed significant effects on CPS skills between the two groups. It is concluded that the innovative PS learning approach which tapped into students' ICT literacy in physics CPS learning was effective in inculcating CPS skills among the students.

The purpose of this study is to examine the relationship between meaningful work and organizational citizenship behaviour. This study employed a quantitative approach using a cross-sectional survey strategy to obtain data from 395 teachers in Malaysia. Proportional stratified sampling was applied to ensure equal probability for respondent selection. Data analysis included descriptive statistical analysis and structural equation modelling analysis. The results indicate that the path coefficient from meaningful work to organizational citizenship behaviour was significant and in an expected positive direction. The use of a self-administered questionnaire and single-source data may lead to concerns about bias. The cross-sectional survey employed in this study may also contribute to data inaccuracy. The findings of this study imply that principals should assist teachers to engage with meaningful work in order to motivate them to exhibit organizational citizenship behaviour (OCB) which involves going above and beyond their formal job requirements. Thus, the results of this study offer insight on the importance of teachers' experiences with meaningful work and enhanced OCB. These findings also contribute to the limited literature exploring the relationship between meaningful work and OCB in educational organizations in the Malaysian education context.

Parental involvement refers to the amount of participation a parent has when it comes to the schooling of his/her children. Some schools foster healthy parental involvement, but sometimes parents has hesitations if they will involve themselves with their children's education. It has been advocated in Western countries. However, there is a body of literature that examines the significance of social and cultural influences and the effects of parents' involvement in and expectations of their children's development and learning. It is important for schools to recognize the existence of cultural variations in parent involvement because there are differences among parents with diverse background on when, why, and how they are involved in their children's education. Parenting is important in the Philippine society because family is viewed as a center to one's social world. But, social contexts in which Filipino families are embedded have changed rapidly over the past ten years (Ochoa & Torre, n.d.). Children's learning is increasingly moving toward a broader vision of the 21st century learning. As children's educations increasingly occur across a range of settings, parents are uniquely positioned to help ensure that these settings best support their children's specific learning needs. Thus, parental involvement researches remain misrepresentative of parents and the involvement that they have with their children's education (Jackson, 2010). The present study is using a qualitative research design that will investigate existing literatures on parental involvement in Early Childhood Education in terms of communicating from the school, volunteering and participating in school's activities, and learning at home. The study will rely on the analysis of documents in order to gain deeper understanding about parental involvement in the Philippines and propose a School-facilitated Parental Involvement (SPIn) Framework.

The Philippines and Malaysia are members of ASEAN who respond to the challenge of EFA goals and Work Plan on Education 2016-2020, particularly on Sustainable Development Goal (SDG) target 4.2: "By 2030 ensure that all girls and boys have access to quality early childhood development, care and pre-primary education so that they are ready for primary education." In response to this, the Philippines Department of Education (DepEd) through its K-12 Program, has made Kindergarten Education mandatory in the Basic Education Curriculum which paves way to the formulation of the new Kindergarten Curriculum Framework. On the other hand, the Ministry of Education (MOE) in Malaysia has also come up with its revised Kurikulum Standard Prasekolah Kebangsaan or National Preschool Standard Curriculum (NPSC) to meet new policy demands under the 2013-2025 Malaysia Education Development Plan (PPPM) and current needs. This paper takes cognizance on the role of curriculum as one of the significant components of the Kinder program as it compares the National Curriculum Standards of the two countries for the Kindergarten program with the aim to look into its developmentally appropriate curriculum features for better child growth, learning and development. Using Documentary analysis and NVivo, themes are identified and categorized from the interview and FGD of the kindergarten teachers, parents and principals from the selected government kindergarten school-respondents. Consequently, this study reveals some points of similarity and difference on kindergarten learning domains, teaching-learning processes, and issues in the current implementation of the Kindergarten program. The paper recommends that action be taken by the different program stakeholders in order to address quality delivery of the Kindergarten program.

Most learners studying English language feel that their educators use irrelevant, uninteresting, and culturally unfamiliar reading materials for teaching reading. As a result, most of them struggle to comprehend the English language texts used by the teachers. Therefore, the aim of this research is to investigate the genre and content preferences of ESL tertiary learners in UiTM Kedah, Malaysia. A two-part questionnaire was administered to 132 respondents aged 20 to 23 years old who are presently furthering their undergraduate studies in Accountancy, Administrative Science and Policy Studies, Business Management, Industrial Design, and Information Management. The results of the study show that these ESL tertiary learners prefer texts from the websites and blogs; and their preferred reading contents are dealing with Business Management, watching movies and listening to music. This article offers guidance to ESL teachers to select L2 reading texts based on the students' preferred genre and content.

This paper examines the discursive structures employed in legitimizing the event of U.S. forces withdrawal from Iraq and identifies them in relation to linguistic features. It attempts to describe the relation between language use and legitimation discursive structures in depicting political events. The paper focuses on the political event of U.S. forces' withdrawal from Iraq in the English newspaper issued in Iraq. The study shows the way in which journalists express their values and attitudes concerning this critical event. Consequently, this requires a critical discourse analysis (henceforth, CDA) to analyse news articles in the Iraqi English newspaper: The "Kurdish Globe" (henceforth, KG) newspaper. Accordingly, the study presents a qualitative content analysis of newspaper articles to identify the legitimation discursive structures and their linguistic features. It is found that the main discursive structures of legitimation employed in the KG newspaper are: authorization, rationalization, and moral evaluation. Besides, there were five verb processes used to represent this legitimation, including material, verbal, relational, mental, and existential.

This study provides the first in-depth investigation of how perfectionism is experienced in high-level dance. Seventy-seven students (M age = 15.52, SD = 2.30) completed a perfectionism questionnaire. Next, dancers with the highest and lowest levels of perfectionistic strivings (PS) and perfectionistic concerns (PC) were recruited for interview (N = 8), as representatives of the four subtypes of perfectionism in the 2 × 2 model. Distinct profiles emerged for the four quadrants of the 2 × 2 model in relation to four key themes: "self-regulation," "achievement goals," "views on mistakes," and "role of others." Dancers with high PS displayed the highest levels of self-regulation while dancers with low PC appeared most task-oriented. Dancers with high PC reported holding less favorable views on mistakes and placed greater emphasis on the opinions of others. Importantly, PS appeared to be both helpful and hurtful. Findings are discussed in relation to theory intermixed with practical recommendations.

The extent to which school stakeholders perceive positive school attributes remains unclear in the literature. This study seeks to provide an understanding of positive school attributes from the school leaders and teachers' perspectives in the Malaysian school context. This study employed a qualitative case study research design with 14 informants selected from seven Malaysian secondary schools. The thematic analysis informed six emerging themes: (1) stimulating positive emotion, (2) promoting positive engagement, (3) fostering positive relationships, (4) cultivating positive meaning, (5) nurturing positive accomplishment, and (6) cultivating spirituality in expressing positive school attributes. Fostering positive relationships were specified as (1) teacher-teacher relationship, (2) teacher-student relationship, and (3) student-student relationship. Cultivating spirituality is a newly emerged theme that is added to the unique positive school attributes. These newly added components of the existing PERMA model can trigger further research in positive education studies.

Background: Intelligibility can be defined as the speakers' ability to convey a message to the listener and it is considered the key functional measure of speech. The Intelligibility in Context Scale (ICS) is a parent rating scale used to assess intelligibility in children. Aims: To describe normative and validation data on the ICS in Swedish and to investigate how these are related to age, gender and multilingualism. Methods & Procedures: Two studies were included. Study 1 included ICS forms from 319 Swedish-speaking children (3:2-9:2 years:months). Study 2 included video recordings and ICS forms from 14 children with speech sound disorder (SSD) and two with typical speech. The video recordings were transcribed in the validation process, resulting in intelligibility reference scores to which ICS scores were correlated. Outcomes & Results: Study 1--The mean value of the ICS for the 319 children was 4.73. There were no differences in ICS score related to age or gender. The children in the multilingual group were significantly older than the monolingual group and had significantly lower ICS scores than the group of monolinguals. Study 2: There was a moderate correlation between the ICS score and the transcription-based intelligibility score, with the two children with typical speech excluded; however, this correlation was not significant. Conclusions & Implications: We contribute mean scores and percentiles on the ICS for Swedish-speaking children. The finding that the ICS does not provide valid measures of intelligibility for the included children with SSD suggests that the instrument measures a different construct.

Competence-based approaches (CBAs) in education have become an internationally important educational policy concept in recent decades. However, a substantial body of research has suggested that in order to understand and explain the evolution of CBAs, there is a need to analyse curriculum-making as a complex and multi-layered practice. To contribute to this research field, this paper makes use of Vivien Schmidt's concept of discursive-institutionalism (DI), which focuses on ideas and discourse. First, we compare ideas of competences as expressed in four influential CBA frameworks, and second, we exemplify how these ideas, with special reference to the Organisation for Economic Co-operation and Development, have been translated when re-contextualised within Swedish curriculum policy-making. The results show that when re-contextualised within national borders, transnational ideas of competences are reconfigured. In the case of Sweden, this process has led to a national interpretation of CBAs, discussed in this paper as 'hybrid competences.'

Social learning refers to the learning delivered through social media applications. The examination of students' attitudes towards using social media applications for learning activities is still not fully understood. For this reason, this research is carried out with the aim of measuring the students' attitudes towards using social media from the lenses of several attributes, including gender, age, governorate, year of study, social media application, experience, and interest. The population of this study is the students enrolled at eight different universities and colleges located in eight different governorates in Oman. A total of 1307 students took part in this research through the use of an online survey. The results showed that gender, age, governorate, experience, and interest have significant impacts on students' attitudes. Nevertheless, the study years and social media applications did not expose any significant effect on students' attitudes. Additionally, WhatsApp was found to be the most predominant application used for educational purposes. Further, the study reported the barriers faced by the students while using social media applications for learning purposes. In response to these barriers, the study also provided a number of suggestions for improving the overall usage of social media in higher educational institutes.

This study is focused on conceptual paper and the purpose of this study is to conduct an empirical investigation into the Malaysian Preschool institutions, focusing on measuring their technical efficiency and productivity changes. This study is to examine the nature of productivity changes by means of bootstrapped Malmquist TFP indices. The study use a Three-year set of panel data (2009-2012) for analyzing the performance of 8307 KEMAS Preschools classes during the implementation of the (Government Transformation Program) GTP 1.0. The study considered all KEMAS Preschools classes operating in the sector. The input and output data were manually extracted from the Malaysia's Ministry of Rural and Regional Development (MRRD) and all KEMAS Preschools. Non-parametric DEA models are employed to estimate efficiency and productivity changes of the institutions. Thus, this study is expected makes significant contributions to the literature of efficiency and productivity changes in Early Childhood Care and education institutions.

Purpose: This study focused on the validation of a Technological Pedagogical Content Knowledge (TPACK) instrument for using ICT in teaching and learning effectively in a Malaysian secondary school setting. The aim of this study was to confirm a seven-factor TPACK model which includes Technological Knowledge, Content Knowledge, Pedagogical Knowledge, Pedagogical Content Knowledge, Technological Pedagogical Knowledge, Technological Content Knowledge and Technological Pedagogical Content Knowledge. Methodology: This study was designed as a case study situated within a particular context in Malaysia. A survey was administered to 150 pre-service teachers enrolled in a university in Malaysia. Confirmatory factor analysis (CFA) of the adapted TPACK survey was preceded by assessing the fit of the measurement model with the data in the study based on the a priori theoretical model. Findings: The findings revealed that the measurement model adequately fit with the data collected within a Malaysian secondary school context, also lending validity to the adapted TPACK instrument used in this study. Significance: The adapted and translated TPACK survey was found to be a valuable self-report instrument for measuring pre-service teachers' TPACK knowledge. A greater understanding of TPACK may be required for pre-service teachers before adequate gains in using ICT in teaching can be achieved. Thus, it is recommended that this knowledge should be integrated in the Initial Teacher Education curriculum with more attention to improving access to ICT in Initial Teacher Education and the schools.

The purpose of this study was twofold, i.e. to examine the extent to which students' self-reported use of digital technology constituted meaningful and interpretable dimensions of the digital citizenship construct, and to test the adequacy of the construct in terms of its reliability, convergent validity, discriminant validity, and measurement equivalence for male and female students. The sample consisted of 391 undergraduates from 15 institutions of higher education in Malaysia. The data were collected using a self-reported 17-item questionnaire measuring university students' digital citizenship behaviours. The results of the study supported and extended the results of previous work on students' behaviors when using digital technology. The study found evidence that students' digital citizenship is a valid and reliable multidimensional construct, and the measurement is gender-invariant. The findings are useful in making evidence-informed decisions in choosing and developing instructional interventions to produce ethical and responsible technology users, and in informing future research in the area.

The concept of situation awareness is essential in enhancing collaborative learning. Learners require information from different awareness aspects to deduce a learning situation for decision-making. Designing learning environments that assist learners to understand situation awareness via monitoring actions and reaction of other learners has been reported to be beneficial in enhancing collaborative learning. An emerging learning mode is mobile Web 2.0 learning where Web 2.0 tools support mobile learning--allowing for personalization, ubiquity and social connectivity in learning. Thus, the study investigates and models learner situation awareness in collaborative mobile Web 2.0 learning. Participants were novice teacher trainees in a local university. The study was conducted over a four-month period. Data were collected via questionnaires and analyzed by PLS-SEM analysis. The results revealed that learner situation awareness in collaborative mobile Web 2.0 learning is reflected by six factors: learning reflection, learning space, learning community, social, task, and personal awareness. Results also showed that learners perceived learning reflection awareness as the most important factor.

The rapid advancement of emergent learning technologies has led to the introduction of massive open online courses (MOOCs) which offer open-based online learning courses to a large number of students. In line with the advancement, the Malaysia Ministry of Education has recently initiated Malaysia MOOCs via collaboration with four public universities. This paper proposes factors that could be used in development of MOOC learning content, which are: (i) type of MOOC, (ii) type of video lectures, (iii) integration of cultural aspects in video lectures, (iv) communication style in video lectures; and (v) humor effect in video lectures. The paper also proposes factors in developing MOOC learning tasks, namely: (i) structure of learning tasks; (ii) dialog in learning tasks; (iii) learner autonomy in learning tasks; (iv) social settings of learning tasks; and (v) transactional distance of learning tasks. The factors are based on experiences during development of MOOC for ethnic relations and are aligned with learning concepts and strategies such as the transactional distance theory and the theory of the computer model of a sense of humor. Future directions on the development and research on MOOCs are also proposed.

Problem Statement: The Internet as a tool that presents many challenges has drawn the attention of researchers in the field of education and especially foreign language teaching. However, there has been a lack of information about the true nature of these environments. In recent years, determination of the patterns of negotiation of meaning as a way to delve in these environments has grown in popularity. Purpose of the Study: The current study was an effort to determine the types and frequencies of negotiation of meaning in the interaction of Malaysian students as English as a second language learners and, furthermore, to compare findings of this study with correspondent previous studies. To this end, two research questions were posed for this study: (a) what types of negotiation of meaning emerge in text-based synchronous CMC environments? and (b) Are there any differences between findings of this study and previous studies in terms of negotiation of meaning functions in this environment? Method: Participants of this study were fourteen English as second language learners at Universiti Putra Malaysia (UPM). They were involved in a series of discussions over selected short stories. Analysis of students' chat logs was carried out through computer-mediated discourse analysis (CMDA). Findings and Results: This study yielded 10 types of functions in negotiation of meaning, which are clarification request, confirmation, confirmation check, correction or self correction, elaboration, elaboration request, reply clarification or definition, reply confirmation, reply elaboration, and vocabulary check. Furthermore, findings of this study indicated that students negotiated with an average of 2.10 per 100 words. According to the findings of this study, the most-frequently used functions were confirmation, elaboration, and elaboration request and the least frequently used functions were vocabulary check, reply confirmation, and reply clarification. The findings of this study were in line with the findings of previous studies in that the proficiency of the participants influences the amount of negotiation for meaning strategies that occur. Conclusions and Recommendations: Findings of this study will give insight to teachers, learners, and researchers in the field of SLA and will help to sustain their liveliness and curiosity. Taking into account the current situation of Malaysia as the country that host so many international students from all over the world, future studies of these kinds can focus on examining the factor of proficiency in different dyads and its effect on students' interactions in terms of negotiation of meaning.

This study aimed to examine the influence of Adversity Quotient (AQ) on the academic achievement among Malaysian polytechnic students. A total of 1,845 students from five polytechnics in Malaysia participated in this study and these polytechnic was selected from five different zones, namely Nouthern, Southern, Eastern, Western and Borneo. The samples for the study was selected using the proportionate clustered multistage stratified sampling technique. Data collected for this study was analyzed using regression analysis and the results showed that the findings of the analysis showed that AQ contributed only 0.9% (r = 0.098) changes in the variance of academic achievement score. AQ still has the potential to be studied from the other perspective of the success factor in the polytechnic students as a whole.

The education development and changes that have taken place either within the country or globally has made Civic and Citizenship Education (CCE) in the school system becomes important. However, often times this subject has been taken lightly by students as well as teachers and deemed as not important because this is a nonexamination subject. This situation results in knowledge, skills and civic values not being able to be assimilated by students. Due to this factor, a study was conducted to review the effectiveness of the 3E Gallery (expose, explore, excite) in order to foster a sense of love for the diversity of cultural heritage through CCE. The study involves 24 students from Form 2 Aspiration (K8), a rural school in Pahang, Malaysia. The initial review and analysis was conducted through interviews, observations and analysis of students' achievement of school-based Assessment. It was found that they were not interested in this subject because they were not clear of the needs to learn the subject. To change the paradigm, an effort through the learning approach 3E Gallery was carried out. This method is designed to build an active learning method that helps students understand their roles and responsibilities as responsible members in various social groups. With this method, students was introduced the skills of translating information and have the opportunity to experience the exploration into each gallery which was built by them. The finding shows that this activity produced a sense of excitement for the students to express love for the national arts heritage. The achievement in this subject has also increased after this learning approach was being applied. This reflects that the action taken in the action research study is timely and effective.

A central goal of science education is to help students to develop their higher order thinking skills to enable them to face the challenges of daily life. Enhancing students' higher order thinking skills is the main goal of the Kurdish Science Curriculum in the Iraqi-Kurdistan region. This study aimed at assessing 7th grade students' higher order thinking skills level. The higher order thinking level test (HOTLT) was developed based on the Bloom Taxonomy of cognitive domain and consisted of 20 multiple-choice questions. The test was distributed to a randomly chosen sample comprising 418 7th grade students in the Iraqi-Kurdistan region. The overall findings revealed that the majority of the 7th grade students were at lower level of thinking skills (LOTL) n = 278 (79.7%). More male students were at lower level than female students. However, there was no significant difference between students' level of higher order thinking skills and their gender (p > 0.05). Based on the results of students' level of higher order thinking skills, the study provided evidence that almost all students needs to improve their higher order thinking skills especially the synthesis and evaluation skills required for improving students' creativity in science.

Purpose: Blended learning (BL) has been increasing in popularity and demand and has developed as a common practice in institutions of higher learning. Therefore, this study develops a model to evaluate the critical predictors that determine students' acceptance and deployment of BL in institutions of higher education based on the theory of planned behavior (TPB). Design/methodology/approach: The empirical analysis entails data collected from 1,811 responses from an online survey questionnaire from students in Malaysian universities, colleges and polytechnics. Partial least square--structural equation modeling (PLS--SEM) was employed for data analysis. Findings: The results reveal that the attitude, subjective norm, perceived behavioral control and self-efficacy were found to influence students' intention to accept BL. Moreover, results suggest that the intention of students to accept BL approach is significantly influenced by actual BL deployment. Research limitations/implications: Data were collected from students in universities, colleges and polytechnics only. Besides, this research is one of the limited studies that explored BL deployment in a Malaysian perspective. Practical implications: Findings from this research not only add scientific evidence to BL literature but also provide a better understanding of the predictors that may motivate or discourage learners to deploy BL in institutions of higher learning. Social implications: Respectively, findings from this study aid students to acquire and apply knowledge on how to effectively improve BL initiatives in learning activities. Originality/value: This study is one of the fewer studies that investigate students' behavioral intentions toward BL deployment in Malaysia. Additionally, this study contributes to the understanding of the predictors that influence students' intention to accept and deploy BL in their respective institutions.

The extent to which creativity and perfection can be considered compatible aims for dancers was investigated. Also investigated were how creativity and perfectionism are (1) nurtured versus inhibited, and (2) related to basic psychological needs (autonomy, competence, relatedness). Seventy-seven ballet students (12-19 years old) in Stockholm, Sweden completed standardized questionnaires, and eight were recruited for interviews. Additionally, five teachers were interviewed. It was found that flexible perfectionistic strivings (PS) were seen to support creativity, whereas rigid PS and perfectionistic concerns (PC) were seen as inhibiting. Creative work was proposed to reduce PC. Creativity appeared to be nurtured when basic needs were met via inspiration and imagery; this was experienced more in contemporary dance. Perfectionism appeared to be nurtured when basic needs were thwarted or unsupported, and when teachers were perfectionistic. This was experienced more in ballet. In conclusion, dance teachers who support basic needs likely support dancers' creativity and aid in perfectionism management.