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This paper focuses on conditions that are crucial for the use of Information and Communication Technology (ICT) in the classroom. Particular attention is given to teachers' tolerance of uncertainty, which is seen as an important internal resource for coping with professional requirements. Furthermore, the paper examines whether teachers' tolerance of uncertainty is related to other internal resources (positive views on ICT, ICT-related self-efficacy) and external resources (ICT-related teacher collaboration). The data are derived from a survey among 8th grade teachers in secondary schools in Germany conducted as part of the IEA International Computer and Information Literacy Study (ICILS 2018). The findings show a positive relationship between teachers' tolerance of uncertainty and their use of ICT in the classroom. Teachers' tolerance of uncertainty is furthermore in particular positively related to teachers' positive views on ICT and ICT-related teacher collaboration at school. The relationship between teachers' tolerance of uncertainty and their use of ICT in the classroom remained when statistically controlled for internal and external resources. Teachers' tolerance of uncertainty can therefore be seen as a resource in the teaching profession. [ABSTRACT FROM AUTHOR]

The present article aimed to systematically summarize primary school-based intervention programs and their effects evaluated through randomized-controlled trial design. A systematic review of relevant articles was carried out using 4 electronic databases. From a total of 193 studies initially found, 30 were included in the qualitative synthesis. Main results: (1) Intensive interval training or jump/strength exercises may positively influence physical fitness, promoting challenging task, psychological needs, and guided styles to a greater extent; (2) Games that demand more cognitive function seem more beneficial than those based on repetitive aerobic exertion to improve fundamental motor skills; (3) The jumping/strength exercises may cause benefits in bone area and bone mineral density, while flexibility and balance may reduce the risk of muscle injury; and (4) Programming a greater dose of moderate-to-vigorous physical activity seems to be related to positive effects in core executive function and academic performance. Additionally, providing information and involving the social environment may enhance the positive effects. [ABSTRACT FROM AUTHOR]

Abstract Teachers need to be more competent in understanding and implementing the value of energy-saving ethics, which affects the process of instilling its value in students. In fact, there are many subjects in Indonesia's national and religious education curriculum that contain the value of energy-saving ethics. The purpose of this research is to design a training and competency development program for Islamic school (madrasah) teachers integrated with the boarding school system (pesantren). The design stages included needs analysis, textbook analysis for Islamic Religious Education, Science, and Language in grades VII-IX, competency analysis, and curriculum and syllabus design. At each stage, we conducted interviews with Islamic Religious Education teachers, energy conservation instructor, curriculum development experts, and linguists. We also carry out benchmarking based on the curriculum and syllabus documents developed by training institutions. The research results led us to design a training program that emphasizes the ability to internalize religious ethical value messages related to energy-saving learning. The implementation uses a place-based education approach and a blended learning format that is highly flexible in terms of resource availability for teachers and schools. We discuss the implications of the research results, emphasize the use of local green energy issues and resources as learning resources, and establish partnerships with universities and human resource development institutions, as well as local teacher learning communities in the energy field. Abstrak Guru harus lebih kompeten dalam memahami dan menerapkan nilai etika hemat energi sehingga memberikan dampak pada proses penanaman nilai tersebut kepada peserta didik. Faktanya, banyak mata pelajaran dalam kurikulum pendidikan nasional dan agama di Indonesia yang mengandung nilai etika hemat energi. Tujuan penelitian ini adalah desain program pelatihan dan pengembangan kompetensi guru sekolah Islam atau madrasah yang terintegrasi dengan sistem pondok pesantren. Tahapan desain meliputi analisis kebutuhan, analisis buku teks pelajaran Pendidikan Agama Islam, sains, dan bahasa kelas VII-IX, analisis kompetensi, serta desain kurikulum dan silabus. Pada setiap tahap, wawancara dilakukan dengan guru sekolah, instruktur konservasi energi, ahli pengembangan kurikulum, dan ahli bahasa. Benchmarking dilakukan juga berdasarkan dokumen kurikulum dan silabus yang dikembangkan oleh lembaga pelatihan. Hasil penelitian mengarahkan kami untuk mendesain program pelatihan yang menekankan pada kemampuan internalisasi pesan nilai etika agama terkait pembelajaran hemat energi. Penerapannya menggunakan pendekatan place-based education dan format blended learning yang sangat fleksibel dalam hal ketersediaan sumber daya bagi guru dan sekolah. Kami membahas implikasi hasil penelitian, menekankan pada penggunaan isu dan sumber daya energi hijau lokal sebagai sumber belajar, dan menjalin kemitraan dengan perguruan tinggi dan lembaga pengembangan sumber daya manusia, serta komunitas belajar guru lokal di bidang energi. How to Cite: Rohmatulloh, Rohman, A., Rosenda, D., & Nadia, M. A. (2024). Improving Energy-Saving Competencies: Needs Analysis and Training Program Design for Islamic School Teachers. TARBIYA: Journal of Education in Muslim Society, 11(1), 47-64. doi:10.15408/tjems.v11i1.40160.

Abstract Background Burnout is usually defined as a state of emotional, physical, and mental exhaustion that affects people in various professions (e.g. physicians, nurses, teachers). The consequences of burnout involve decreased motivation, productivity, and overall diminished well-being. The machine learning-based prediction of burnout has therefore become the focus of recent research. In this study, the aim was to detect burnout using machine learning and to identify its most important predictors in a sample of Hungarian high-school teachers. Methods The final sample consisted of 1,576 high-school teachers (522 male), who completed a survey including various sociodemographic and health-related questions and psychological questionnaires. Specifically, depression, insomnia, internet habits (e.g. when and why one uses the internet) and problematic internet usage were among the most important predictors tested in this study. Supervised classification algorithms were trained to detect burnout assessed by two well-known burnout questionnaires. Feature selection was conducted using recursive feature elimination. Hyperparameters were tuned via grid search with 10-fold cross-validation. Due to class imbalance, class weights (i.e. cost-sensitive learning), downsampling and a hybrid method (SMOTE-ENN) were applied in separate analyses. The final model evaluation was carried out on a previously unseen holdout test sample. Results Burnout was detected in 19.7% of the teachers included in the final dataset. The best predictive performance on the holdout test sample was achieved by random forest with class weigths (AUC = 0.811; balanced accuracy = 0.745, sensitivity = 0.765; specificity = 0.726). The best predictors of burnout were Beck’s Depression Inventory scores, Athen’s Insomnia Scale scores, subscales of the Problematic Internet Use Questionnaire and self-reported current health status. Conclusions The performances of the algorithms were comparable with previous studies; however, it is important to note that we tested our models on previously unseen holdout samples suggesting higher levels of generalizability. Another remarkable finding is that besides depression and insomnia, other variables such as problematic internet use and time spent online also turned out to be important predictors of burnout.

Teachers, while enjoying the "benefits" of emerging technologies represented by artificial intelligence, are also suffering the pain of those benefits.Among them, the pain of alienation brought by emerging technologies such as artificial intelligence is a specific manifestation. Teachers' sense of alienation from emerging technologies in the age of intelligence can be summarized into three aspects in terms of emerging technologies: teacher's sense of powerlessness, teacher's anxiety, and teacher's sense of self-alienation. The organism philosophy holds that human society is a combination of artificial, social, spiritual, and living organisms and the four mutually reinforce and constrain each other. Based on the perspective of organism philosophy, this paper examines the reasons for the "alienation" of teachers from new technologies in the age of intelligence and finds the following reasons: First, the development of social organisms lags behind that of artificial organisms; Second, artificial organism obscures teachers' spiritual organisms; Third, social organisms inhibit teachers' spiritual and livingorganisms. To effectively mitigate this issue, it is imperative to optimize the mechanism of social organisms and enhance the corresponding nature between social organisms and artificial organisms; to showcase the value and strength of the teacher's spiritual organisms, and to investigate the internal coupling point between the teacher's spiritual organisms and the artificial organisms; toactivate the vitality of teachers' spiritual and living organisms by utilizing the elements of "function", "power", and "responsibility"of the social organisms.

The purpose of this study was to investigate the impact of the difference in évaluation practices in teaching from one teacher to another, depending on the scientific qualification of physical education and sports teachers in secondary education in Algeria. For this purpose, we relied on the descriptive-analytical approach, in which we distributed a questionnaire on assessment practices in teaching to a research sample of 416 physical education and sports teachers in the secondary stage who were selected randomly. After collecting the results and processing them statistically, it was found that the assessment practices in teaching among physical education and sports teachers in secondary education in Algeria differ from one teacher to another depending on the variable of scientific qualification. Consequently, the study recommended the need for qualitative and comprehensive training for physical education and sports teachers in the field of modern assessment and its strategies.

To study the whole range of problems that should be resolved in the process of innovation management in education it is necessary to realize that teaching is flexible, supple and requires continuous research. The goal of the article is to corroborate rightness of theoretical vectors by permanently changing practice. Theoretical and methodological foundation of the step-by-step research presented in the article is formed by principles of economic and comparative analysis, methods of induction and deduction and finally the method of archive search. The authors proposed an innovation approach to achievements in the field of education and showed the efficiency of Russian experience of well-known economists and experts in economics, psychology and sociology.

Introduction Numerous studies of school-based smoking prevention programs (SSPPs) exist; however, most have been conducted from the students' perspective, and insufficient research has explored teachers' perceptions. Our study aimed to identify factors affecting overall satisfaction and operational status from the perspective of teachers participating in the SSPP. Methods This is a cross-sectional study analyzing data from a survey regarding the operation of an SSPP conducted by the Korea Health Promotion Institute in 2022. The study sample comprised 669 teachers involved in the SSPP: 215 from elementary schools, 212 from middle schools, and 242 from high schools. To identify factors influencing teachers’ overall satisfaction, independent variables were categorized into three types of factors: personal, school, and teacher perceptions. Multiple linear regression analysis was performed for each factor to test the independent association. Results For elementary school teachers, as the necessity of smoking prevention and cessation education (β=0.292; 95% CI: 0.182–0.382) increased, the overall satisfaction with the operation of the SSPP significantly improved. Similarly, for middle school teachers, as the necessity of smoking prevention and cessation education (β=0.231; 95% CI: 0.104–0.336) increased, the overall satisfaction significantly improved. Conversely, for high school teachers, the effectiveness (β=0.347; 95% CI: 0.184–0.520) was the variable that significantly improved overall satisfaction with the SSPP operation. The variables affecting teacher satisfaction across all school levels were the necessity of smoking prevention and cessation education, the effectiveness of the SSPP, and its impact on smoking cessation among smoking students, all of which belonged to the teacher perceptions factor. Conclusions Smoking education in schools requires teachers to play a crucial role. Among participating teachers, overall satisfaction with SSPP operations and the influencing factors differed according to school level, highlighting the importance of careful consideration to establish a more effective operational environment tailored to each school level.

The paper considers the theme of tutorship, which is one of the cross-cutting issues in Konjaku Monogatari-shū, a 12th century collection of setsuwa didactic tales. The authors reveal what types of tales are chosen for the collection and in which manner they are recited, from the legends about Buddha Shakyamuni himself to the stories of common laity skilled in some art. Buddha Shakyamuni himself, the teacher of all teachers, also studies, and, at the same time, his teachers act as his students, which shows the continuity and infinity of the chain of interdependent emergence of things. Buddha sets an example for all other teachers in that his whole life is mentoring. He helps everyone with whom he interacts to get rid of illusions, even in those moments when he is not directly interpreting his teachings. In all tales, the relations of a master and his disciple are seen as conditioned by the law of retribution, they are very close and intimate; the two people must be congenial in talents and needs to be in such relations, be it in the area of transmitting the Buddhist Law, or merely training in some art. The theme of continuity of tradition, transmission of Buddha’s teaching is very important for Konjaku. It is discussed from different points of view in all three sections of collection – the Indian, Chinese, and Japanese ones. The timeless chain of masters and disciples is formed, and every participant – a link of this chain – should be ready to receive the Law, to become a disciple and, in time, a master. Following the pattern set by Buddha, in some tales, a master and a disciple can exchange their roles, in other ones, the disciple is not a person, but a whole nation. There are also stories about a supernatural being, for instance, a ghost or a god, becoming a teacher. In some cases, the disciple is a character assigned to display wisdom of his master. The ways in which wisdom is imparted can also vary widely, with some stories specifically emphasizing the unexpected actions of mentors, through which their students experience first-hand what they had previously been unable to understand through the efforts of mind. Personal aspects of master–disciple communication are also examined in Konjaku, and examples of bad relationships are provided as well.

Abstract Background Norovirus gastroenteritis outbreaks were common in schools and kindergartens and were more related to faculty knowledge, attitude, and practice level. Gastroenteritis outbreaks caused by norovirus in educational institutions were the prominent cause of Public Health Emergency Events in China. This study aimed to explore the transformation in the contribution of KAP items related to outbreak prevention before and after intervention and the impact of demography factors on the intervention. Methods This study sampled 1095 kindergarten and 1028 school staff in Shenzhen, China. We created a questionnaire consisting of 35 items in 4 parts, and each item was rated on a scale of 1–5 according to the accuracy. Univariate analysis of non-parametric tests and binary logistic regression were used to estimate the score difference on demographic characteristics, each item and KAP. The odds ratios (OR) with 95% confidence and intervals (CI) for the association between statistical indicators were mainly used to explain the effects before and after intervention. Results Overall, 98.72% and 74.9% of the kindergarten and school participants were female, and all respondents had the highest scores difference of practice. Following intervention, univariate analysis indicated that primary school and female respondents achieved higher knowledge scores. Staff age beyond 35 (OR = 0.56, CI:0.34–0.92; OR = 0.67, CI:0.50–0.90) and with more than ten years of service (OR = 0.58, CI:0.36–0.91; OR = 0.38, CI:0.17–0.84) demonstrated a significantly lower post-intervention score for attitude and practice in both kindergartens and schools. The staff members exhibited a general lack of familiarity with the transmission of aerosols and the seasonal patterns of NoVs diarrhea pandemics. Item analysis revealed that kindergarten staff aged 26 and above demonstrated superior performance in terms of the efficacy of medical alcohol for inactivation (OR = 1.93, CI:1.13–3.31) and management strategies for unexplained vomiting among students (OR = 1.97, CI:1.21–3.18). Private school personnel displayed more significant improvement in their practices following educational interventions. School administrators' negative attitudes were primarily evident in their perspectives on morning inspections (OR = 0.11, CI:0.05–0.84). Conclusions The potential negative impact of faculty age on NoVs-related knowledge can be mitigated by the positive attitudes fostered through seniority. Furthermore, it is imperative to urgently address the lack of knowledge among administrators, and the identification and treatment of vomiting symptoms should be emphasized as crucial aspects of school prevention strategies. Therefore, education authorities should implement comprehensive public health interventions in the future.

Background. The theory of stigma was popularized through research by sociologists M. Seeman and E. Goffman in the mid-1960s. The theoretical aspects of stigmatization presented in these works have made it possible to disseminate their results to different professions, including the teaching profession, and to construct a number of theoretical models of the processes of stigmatization of teachers. The component composition of such models is substantively based on theoretical studies carried out in the works of J.B. Pryor and G.D. Reeder. Research of this kind makes a significant contribution to stigma theory in terms of understanding that the processes of stigmatization of the educator’s personality can take different directions and how they are multidimensional; Societal perceptions of the teaching profession influence the level of stigmatization of the profession; acceptance of the stigma by the educator itself may result from an understanding of the social devaluation of the profession; Actors in a stigmatized pedagogical environment (such as family and friends) are at risk of social stigmatization; social institutions can perpetuate or exacerbate the stigmatized status of the teaching profession. Purpose. The article is aimed at presenting the theory of stigmatization of the teaching profession, as well as the development of an appropriate model and the analysis of its components, giving it qualitative certainty, reducing the risks of stigmatization and enhancing the value of the professional activity of the teachers Materials and methods. The practical and heuristic value of the study is that its findings broaden the existing understanding of the mechanisms of stigmatization and offer a productive tool for addressing the stigmatization of teaching professions in modern education, provide a vision of the key aspects to be further explored in this and related areas. The study used methods of comparative pedagogy, modeling method. Results. Based on the analysis of the scientific and methodical literature on the problem of stigmatization of individual professions, we proposed a model reflecting the basic concepts of the processes of stigmatization of the teaching profession in the field of education. The model identified the following main components: social stigma, self-stigma, associative stigma, structural stigma, primary and secondary personality relationships of the educator and learner. Social stigma is a key component of stigmatizing the teaching profession and underpins the subsequent components we have identified in this model. They also summarized the materials and highlighted the provisions that should be included in the theory describing the processes of stigmatization in education. This contributes to reducing the influence of the stigma formed in relation to the educational process or the profession of the teacher, and can have a positive influence on the status of the teacher, his professional identity and relationship with the students.

Background. The relevance of the research topic is due to the fact that people with disabilities face many problems throughout their lives related to the lack of integration into many spheres of society. The problem of disability in its most serious aspects is closely related to the emergence of many social obstacles, due to which people with disabilities cannot actively participate in public life, since leisure and culture, everyday life and production, as well as social services, in a structural sense, are not adapted to the needs that sick people have. The authors prove that for people with disabilities, psychological and pedagogical support is necessary for their full inclusion in the educational process and public life. Purpose - theoretical and empirical substantiation of the content of psychological and pedagogical support for the preparation of participants of the Abilimpix competition and the development of a program of psychological and pedagogical support for the preparation of participants of the Abilimpix competition. Materials and methods. The main research method is psychological and pedagogical analysis. Empirical methods were used as an element of the evidence base of the theoretical propositions put forward. The article is based on a set of sources of psychological, pedagogical, methodological and normative literature on the problem under study. Results. Psychological and pedagogical support of inclusive education is a specially organized process aimed at creating safe conditions, maintaining health and developing adaptive capabilities of people with disabilities. Inclusive support in vocational education is not just the integration of students with special educational needs into the educational process, but the creation of special conditions for the psychological comfort and success of such students. Mandatory conditions for support are taking into account the individual characteristics and educational needs of students with disabilities, as well as prevention and prevention of possible problems that arise both in the process of interaction with society and in the educational process. Comprehensive study support for students with disabilities is one of the important requirements for the organization of the educational process for the disabled and people with disabilities. Comprehensive support includes: tutor support; pedagogical support; psychological and pedagogical support. The experience of inclusive support in vocational education shows that psychological and pedagogical support is included in various aspects of the educational process - in extracurricular, educational activities and, in particular, psychological and pedagogical support for participation in professional skills competitions, where students with disabilities show their skills in the professions they are learning. Conducting professional skill contests for students with disabilities gives students the opportunity to evaluate their capabilities and abilities, demonstrate their professional knowledge and skills, increase professional motivation, students increase self-esteem, actively form professional interest in their chosen business, increase the level of socialization, which, in turn, allows them to adapt more effectively to independent life to occupy a niche in the labor market. The main problems of support, according to teachers, are the lack of experience in inclusive support and low motivation of students with disabilities to participate in the Abilimpics competition. Among the psychological barriers of the contestants, the fear of failure, self-doubt and fear of public speaking are dominant.

In the education process, the person in direct communication with all the stakeholders and the implementer of the process is the teacher. The commitment of teachers to their profession has an important place in achieving the goals of education. As such, it is substantial to specify the variables that are related to and affect it to improve professional commitment. The concepts of teachers' motivation and job satisfaction have occupied a very important place in the literature in recent years. Determining the relationship between these two features and teachers' professional commitment will provide practical benefits for the educational process. The study investigated the relationship between job satisfaction and motivation of teachers with their professional commitment and their effect on it. The research, conducted with a correlational survey design, was carried out with 555 teachers from different school types and branches working in schools in different districts of Erzurum. Data were collected through the Professional Commitment Scale, the Job Satisfaction Scale, and the Teacher Motivation Scale. Multiple Linear Regression Analysis (MLRA) were used to analyze data. The results showed that teachers' professional commitment was positively related on motivation sub-dimensions and job satisfaction. Also, it was designated that job satisfaction and the sub-dimensions of motivation, "professional satisfaction and personal development" and "school management," were significant predictors of professional commitment. Considering the findings and limitations of the study, some suggestions were presented.

The article examines the problem of the teacher’s professional growth due to continuous selfeducation and personal development in the conditions of martial law. The aim of the article is to outline the pathways of self-educational activities for teachers and the approaches to enhancing the professional level of educators, implemented at Alfred Nobel University under martial law conditions. In the course of the research, methods of analogy, retrospective and semantic analysis, SWOT analysis, generalization, and specification of scientific principles and the regulatory framework related to teacher self-education were employed. A SWOT analysis of interpretations of the concept of “self-education” was conducted, and it was found that self-education is a necessary component of professional activity which is determined by social order and is a factor in the personal and professional growth of a specialist. Emphasis is placed on self-education of the teacher as the leading form of improvement of pedagogical skill and professional competence, which consists in assimilation, renewal, dissemination and deepening of knowledge, generalization of experience through purposeful, systematic self-education activities aimed at self-development and self-improvement of the individual, satisfaction of personal interests and objective needs of the educational institution. It was found that the conditions of the martial law in Ukraine and changes in educational orientations made corrections both in the content of teachers’ self-education and in the forms and types of their self-education activities. Some approaches to raising the professional level of a teacher, which were implemented at Alfred Nobel University under martial law conditions, namely acquiring competencies to preserve and restore mental health, providing psychological support to participants in the educational process, improving information competence, implementing effective ways to improve the quality of education in online learning, and mastering new learning/teaching methods, are considered. The content of the developed and implemented comprehensive program of care for human mental health, including a marathon of online meetings with domestic specialists and lecturers from European countries, aimed at mastering the competencies to ensure one’s own psychological health and improve the psycho-emotional state of higher education students in wartime conditions, is disclosed. The expediency of particular directions of development has been substantiated including teachers’ mastering various software, the ability to work on various educational platforms, and the use of interactive applications; cooperation and interaction with domestic and foreign higher education institutions in order to gain experience for the further implementation of the best European practices in the educational process; internships, participation in international projects, thanks to which teachers found and implemented effective ways to improve the quality of education in online learning, and mastered new methods of learning/ teaching. The feasibility of implementing special measures to support the self-educational activities of teachers under martial law conditions has been confirmed, with a focus on the targeted development of key professional competencies related to continuous professional self-development. The conclusions emphasise the need for purposeful self-education of the teacher, thanks to which a new invaluable experience of providing quality education in wartime conditions is formed.

Mastering the basic competencies of a physical education teacher is one of the keys to learning. This research aims to determine how to achieve the competency of elementary school physical education teachers spread across the city of Semarang. The method used in this research was a qualitative method with an interaction analysis model and supported by the presentation of percentages. This research involved 20 elementary school physical education teachers spread across Semarang. Data analysis was carried out using data collection techniques, data reduction, data display, and drawing conclusions. The overall interview results were reduced, and the data was presented as a percentage of teacher achievement in pedagogical competence of 80% in the good category. Personality and social competency have the same value, 50%, in the good category, and professional competence results were obtained at 70% in the good category. It is concluded that harmonization is needed to master basic teacher competencies. This study contributes to all researchers interested in developing physical education teacher competence to create new models and strategies to support them in increasing their teacher competencies.

This study adopted a qualitative research design to investigate teachers' views on lifelong learning. The sample consisted of 30 teachers from different branches. Data were collected using a semi-structured interview guide. The data were analyzed using content analysis. Participants viewed lifelong learning as a process not limited to schools. They also associated it with all kinds of learning activities and personal growth. They believed lifelong learning was necessary for technological advances, social change, and high quality of life. They stated that the goals of lifelong learning were accessing educational opportunities, increasing knowledge and skills, and transforming students into qualified people. They noted that motivation, education systems, and social and cultural changes affected lifelong learning.

This study aims to examine how English professors perceive adopting project-based learning and examine the difficulties they encounter when doing so in various colleges. All the research subjects used four sources of English language education study programs. The study included all instructors who had used project-based learning in their classes. A questionnaire was used to gather quantitative data for this investigation. The study's findings indicate that English teachers positively view project-based learning. Teachers are eager to integrate Project-Based Learning if they have a favourable opinion quickly. The challenges were finding resources to help students with their projects and running out of time to finish them. The following suggestions urge more significant investigation into potential solutions to overcome project-based learning's adoption challenges, particularly in teaching English.

Background. The current situation of society development is characterized by the emergence of new external stimuli as the challenges generating contradictions and barriers in the education system on the one hand, and on the other hand-expanding horizons, prospects, resources and meta-resources for the development of personality of subjects of education and especially the teachers as the future of children and youth largely depends on them. Objectives. Theoretical substantiation, empirical verification and technological actualization of psychological resources for determining the personal and professional development of a teacher. Study Participants. University students (n = 663), university professors (n = 100), high school students (n = 118), school teachers (n = 34). Methods. The study consisted of four stages. A special methodological program has been developed for each stage. Results. The study revealed the specifics of the content structure of psychological resources relevant for the personal and professional development of teachers: reflexive projecting, constructive coping, emotional and value engagement. It is demonstrated that the complex of interrelated and interdependent resource-prognostic constructs — meta-resources acts as the main factor (predictor) determining the high level of personal and professional development of a teacher. The data analysis allowed to create a structural model of resource determination of personal and professional development of the subjects of education at the target, content (personal, interpersonal), technological, organizational, and strategic levels of psychological training for teachers. Conclusions. The concept of resource-prognostic determination of the teachers’ development, based on the idea of the maximum possible reliance on self-development and self-organization, assumes the most effective implementation of the totality of a teacher’s resources (meta-resources) in an individually unique situation. The technology of actualization of psychological resources for determining the personal and professional development of teachers (future teachers) has proven its effectiveness in experiments, which allows to recommend this technology for implementation in the educational process of schools, colleges, universities.

The sudden shift to remote learning during the Covid-19 pandemic has brought much distress to teachers. Since the teachers are considered as the major force that facilitates the learning process, their well-being should be given importance. The study used a survey research design to determine the level of distress among private school teachers in San Pablo City, Philippines, using the Covid-19 Peritraumatic Distress Index (CPDI). It also analyzed the sources of distress and examined the different coping strategies the teachers are using to mitigate the distress related to remote learning. Results show that the majority of the respondents are experiencing distress, with most having mild-moderate distress, followed by severe distress. Preparation of learning materials, internet connectivity problems, limited teacher-student interaction, assessment of student's learning, tracking student's progress, inconducive working environment, and inadequate technical skills were identified as sources of distress. Most respondents prefer coping strategies that would promote their overall wellness and those activities that avoid the source of distress. These findings have implications for school owners and administrators, policymakers, and curriculum developers in addressing the needs of teachers by providing programs that would help them cope with the distress related to remote learning.

This article deals with the peculiarities of the teacher’s interaction with the Russian and Chinese student audiences in the process of teaching in the higher education system of the Russian Federation. Russian and Chinese students’ audience features were analyzed in terms of using these features in the professional activity of a teacher teaching Russian and Chinese students both individually and as part of mixed groups. The author highlights the following as the main features of Chinese students: collectivism, respect for elders, fear of “losing one’s face”, good memory, tendency to memorize the material, orientation to the fact that the teacher is always right, compliance with the principles of subordination, diff erent from Russian practice, ambiguous attitude to non-traditional forms of classroom instruction, positive attitude to the use of electronic learning tools. Russian and Chinese students are also given a comparative description from the point of view of the peculiarities of the mentality of the representatives of Chinese and Russian linguoculture. It is concluded that a university teacher who takes into account the peculiarities of the Chinese audience will be able to structure the educational process in such a way that all the peculiarities of the mentality of Chinese students will be taken into account. The author also concludes that the due regard of the Russian and Chinese students’ national characteristics will make it possible to teach eff ectively in mixed student groups. The fi nal paragraphs present possible prospects for further research into the peculiarities of teacher interaction with Russian and Chinese student audiences at the current stage of the development of the higher education system of the Russian Federation.

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Globally, young people are experiencing unprecedented levels of socioemotional loneliness, stress, and uncertainty. Formulating insight into their own and others' experiences and behaviors is especially important during unsettling times and can be facilitated with socioemotional learning (SEL) curriculums. When implementing SEL programs, their success heavily depends upon teachers' levels of commitment and comfort with the curriculum, as well as their perceived support from the administration; this is important and rarely studied. The current phenomenological qualitative study examined teachers' experience during the early implementation of a new SEL, the Human Dignity Curriculum, (HDC) with middle school students in two small schools in Canada and the United States of America. Semi-structured interviews, using a four-question protocol developed for this study, were conducted with teachers who had completed teaching a 10-week module, as well as both school administrators. Written informed consent was obtained from each volunteer interviewee. Participants were asked, (1) Tell me about your experience while teaching HDC; (2) what was your commitment level to teaching HDC? (3) What was your comfort level with teaching HDC? (4) Did you feel supported by your administration when preparing and teaching HDC? Inductive thematic analysis identified five themes indicating HDC was a (1) user-friendly, (2) high value curriculum; (3) teachers felt supported teaching it; and a (4) shared language, (5) and shared teacher-student experience evolved when teaching HDC. Future research to replicate this initial evaluation of teachers' experience and exploration of HDC's potential impacts on youths' well-being and related behavioral outcomes appears warranted. [ABSTRACT FROM AUTHOR]

This intensive longitudinal study examined Finnish technical university teachers’ (N = 22) self-reported emotions and electrodermal activity during teaching-related events (teaching, tutoring, planning, assessing). Emotions were examined in the context of control-value theory (Pekrun, R. 2006. “The Control-Value Theory of Achievement Emotions: Assumptions, Corollaries and Implications for Educational Research and Practice.” Educational Psychology Review 18 (4): 315–41. https://doi.org/10.1007/s10648-006-9029-9). An experience sampling method with event-contingent sampling was applied via a smartphone application for a measurement period of two weeks. Participants were also equipped with a smart ring biosensor that recorded their electrodermal activity (EDA, an indicator of physiological arousal). Results indicated that teaching-related events led to predominantly positive prospective and retrospective emotions. Interactive events, such as teaching and tutoring, were especially effective in generating positive outcomes and activating emotions. Results showed that that teaching-related events had higher EDA levels than typical work hours. In addition, higher within-teacher EDA levels during teaching-related events slightly increased the likelihood of reporting positive emotional valence after teaching. Further, results indicated that teacher-student interaction (teaching and tutoring events) and higher EDA during, and emotional activity before, teaching-related events increased the likelihood of activating emotions after teaching. The results can be generalized with reservations due to the small number of participants. [ABSTRACT FROM AUTHOR]

Bullying prevention psychoeducation called AMBU (Aksi Mencegah Bullying) has been conducted in junior high schools in West Bandung Regency. This study aims to evaluate the program using cross-sectional study for the participants who attended it. This activity was attended by seven teachers and 94 students of grades 7, 8, and 9. The participants were enthusiastic about joining the program because their school's bullying incidents were relatively high. After participating in the activity, an evaluation of the activity was conducted. The participants answered six things on a scale of 4 (strongly agree, agree, disagree, strongly disagree), namely the material presented was according to the needs of the participants. This activity increases knowledge about bullying, the comparison between material and discussion is as needed, the presentation method is as needed, the material presented is understandable and interesting, and the atmosphere during the activity was lively and interesting. Results showed that the mean score was 3.18 - 3.41. The evaluation results showed that AMBU was excellent. Thus, AMBU can be given to junior high school students and their teachers. The limitation of this study was that the program is provided to junior high school teachers and students. Thus, future studies can be given to elementary school teachers and students. It is also important to include their parents in the program. [ABSTRACT FROM AUTHOR]

Lesbian, Gay, Bisexual, Transgender and Queer (LGBTQ+) students, LGBTQ+ staff and LGBTQ+ parents report schools can be unsafe and unwelcoming environments. Yet few studies have explored LGBTQ+ student, LGBTQ+ staff and LGBTQ+ parent perceptions of the school climate simultaneously or adopted person-centered perspectives. The present study sought to identify LGBTQ+ related strategies adopted by schools, and whether these were differentially related to perceptions of school safety and community. Data were collected in 2021 via online sampling of the current Australian school (1,937) students, (124) staff and (75) parents. Four distinct inclusion strategy profiles were identified via latent class analysis: Comprehensive Inclusion, Curriculum & Pedagogical Inclusion, Extracurricular Inclusion and Limited Inclusion. Just under half (48.2%) of schools lacked LGBTQ+ strategies, with participants from these schools reporting greater safety concerns. Our findings suggest that curriculum and pedagogical strategies are likely the most effective and should be a key focus for improving the school climate. Schools that employed LGBTQ+ affirming practices and included LGBTQ+ resources and activities, like Gay-Straight Alliances (GSAs), saw improved perceptions of safety and community. [ABSTRACT FROM AUTHOR]

This systematic literature review focuses on the elements that contribute to teachers’ workload and its impact on their well-being. In general, researchers have conducted several pertinent studies on the issue of teachers' workload, therefore it is not a particularly new one. Regretfully, the majority of past research did not include the wellbeing of teachers. Hence, the present study reviewed 15 past studies on the teacher’s workload factors and its impact on their well-being. Two databases, Web of Science and Scopus, were used for the review. Eight issues or themed emerged from the thematic analysis of this review, including 1) physical to online teaching and learning; 2) increased working hours; 3) non-teaching tasks; 4) appreciation and respect; 5) stress; 6) physical and mental condition; 7) uncertainty and 8) burnout. 22 sub-themes have emerged from the eight main topics, and several recommendations were made for the benefit of future researchers at the conclusion of this study. The findings explained the effect that cause by heavy workload which should be addressed quickly to help the educators’ well-being. [ABSTRACT FROM AUTHOR]

The main purpose of this study is to investigate the relationship between cognitive flexibility and positive humor styles in teachers, as well as to examine the differences in cognitive flexibility and positive humor styles according to gender, marital status, and school level variables. This study was conducted based on a correlational survey design, with a total of 613 volunteer teachers participating, 332 of whom were female (52.5%). Data collection instruments included the Cognitive Flexibility Scale, the Self-Enhancing and Affiliative Humor subscales of the Humor Styles Scale, and a Personal Information Form. Pearson product-moment correlation, independent samples t-test, and one-way analysis of variance were used for data analysis. The findings revealed a statistically significant positive relationship between cognitive flexibility and positive humor styles. Cognitive flexibility and self-enhancing humor style did not differ significantly according to gender, marital status, and school level variables, but affiliative humor style varied depending on gender and marital status. Accordingly, female teachers were found to have a higher level of affiliative humor style than male teachers, and single teachers exhibited a higher level of affiliative humor style than married teachers. [ABSTRACT FROM AUTHOR]

Building child-friendly schools is teachers' main task so students can learn safely and comfortably. However, there are still teachers who still need to be fully aware of this. This research aims to explore elementary school teachers' perceptions of a safe and comfortable environment as an illustration of the Urban School Climate (USC). This research method is a case study with a qualitative approach. Interviews with elementary school teachers in Bogor carried out data collection. Conversations are carried out directly (face-toface) and are recorded to ensure that the interview results match the respondent's information. Our research involved 45 teachers with permanent teacher (PT) status in 17 elementary schools in Bogor, Indonesia. The recruitment of teachers who would share their valuable insights was carried out using a purposive sampling technique. Data analysis was carried out using the Miles and Huberman model, including data reduction, display, and verification. The data analysis was assisted with Nvivo 12 software. The research results showed a safe and comfortable environment as an illustration of USC, including 1) a pleasant school atmosphere for students and teachers, adequate facilities and a mutually supportive atmosphere, 2) a safe environment, 3) a comfortable environment, and 4) school policies which lead to restrictions for parents when picking up their children at school, regulations regarding discipline and various binding regulations. The impact of the results of this research is that schools can build a school climate by referring to the characteristics of USC, which are described as a safe and comfortable school atmosphere and environment. [ABSTRACT FROM AUTHOR]

Teachers play a crucial role in students' learning and in the development of health literacy. Hence, the aim of this study was to identify the core competencies needed for teachers of health education in supporting student learning. A three-round Delphi study was carried out over an 8-week period, through consultation with 25 Finnish experts in health education. An open-ended question was used to identify the core competencies for school health educators. The data were analysed using inductive content analysis. In subsequent rounds, experts were asked to assess the importance of the identified competencies on a 7-point Likert scale, and finally to rank the most important competencies. In total, 52 competencies were identified and categorized into eight core competence domains. Thereafter, 40 competencies were assessed and selected for the third round, in which the experts ranked the 15 most important competencies, encompassing four core domains, i.e. pedagogic and subject-specific didactic, social and emotional, content knowledge and continuous professional development. Other domains of competence identified in the present study were ethical competence, competence in school health promotion, contextual competence and professional well-being competence. The study defines health education teacher core competencies and domains, and the information can be used in teacher education programmes, for developing teaching and for teachers' self-evaluation. [ABSTRACT FROM AUTHOR]

The present study aimed to determine the variations between higher-order thinking skills (critical, creative, and empathetic thinking) of the teachers based on institution, branch, and professional seniority. The study data were collected from 345 teachers with the Critical Thinking Tendency Scale, Marmara Creative Thinking Aptitudes Scale, and Basic Empathy Scale, and confirmatory factor analysis was conducted on the data. The data were analyzed with discriminant analysis. The study findings demonstrated that there were significant differences between the critical, creative, and empathetic thinking skills of the teachers based on the institution of employment, their seniority, and their branch. The analysis of the discriminant functions revealed that the most discriminatory variables were empathy based on the institution and creative thinking based on seniority and branch. It was determined that the teachers employed in pre- and primary schools with less than 15 years of seniority scored higher in critical thinking skills, and teachers who were employed in middle schools with 16 years or more seniority scored higher in creative thinking skills. Foreign language teachers scored higher in both thinking skills. Finally, the mean empathy skill scores of the teachers employed in pre- and primary schools with 15 years or less seniority in the common branch were higher. [ABSTRACT FROM AUTHOR]

Changes in society demand constantly evolving education systems. Teachers' practice is crucial to the successful implementation of educational reforms. A major obstacle for practicing teachers in implementing reform mathematics is that they have not experienced it themselves as learners. Consequently, teachers require extended, practice-based professional development to support them in the implementation phase of reform endeavours. Japanese Lesson Study has increased in popularity internationally as a professional development model due to its potential to facilitate teachers to learn in and from the practice of teaching. This self-study examines two mathematics teacher educators' first experience of facilitating Lesson Study with Irish primary in-service teachers. Reflection on the Lesson Study carried out with in-service teachers in 8 urban schools revealed three critical incidents that promoted deeper understanding of the context. The findings provide insights into the realities of managing and leading Lesson Study with in-service teachers, in particular the various barriers affecting teacher engagement. Alternative approaches to practice to address these challenges are also identified. [ABSTRACT FROM AUTHOR]

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

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

Copyright of Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) is the property of Dinasti Publisher 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 study's goals were to find out how much culturally responsive leadership headmasters are employed and how many professional learning community (PLC) are set up in small schools. It also looked into the relationship between these two variables by using a questionnaire in a quantitative survey design, which was administered to 546 respondents out of 754 that had been distributed. Descriptive statistics were used to study the level of perception of all variables, and inferential statistics used Pearson's correlation coefficient to study the relationship between the variables. The findings of the study showed that school headmasters practiced a culturally responsive leadership style, and teachers also participated a lot in PLC. Teacher participation in PLC had a significant relationship with culturally responsive leadership at the 0.05 significance level. The results of the study also showed that culturally responsive leadership accounts for 48.7% of the variance in teacher participation in PLC. This finding greatly suggests that culturally responsive leadership practices are important in contributing to teachers' practices in PLC, which in turn will improve student learning. [ABSTRACT FROM AUTHOR]

This study aimed to examine the effects of TRIZ-STEM applications within an online flipped learning model on teachers' problem-solving skills, creative thinking dispositions, STEM teaching, and their understanding of the nature of engineering. The sample consisted of 57 teachers (24 in the control group and 33 in the experimental group) recruited using purposive convenience sampling. The study adopted a mixed embedded design. Quantitative data analysis included independent samples t-tests, paired samples t-tests, Wilcoxon signed-rank tests, and effect size calculations. Descriptive statistics were used to analyze qualitative data, including the nature of the engineering questionnaire and lesson plans. The experimental group engaged in TRIZ-STEM activities using an online flipped learning model, while the control group engaged in face-to-face TRIZ-STEM education activities. The results showed that online TRIZ-STEM education had a greater positive impact on teachers' perspectives on engineering nature than face-to-face TRIZ-STEM education. On the other hand, face-to-face TRIZ-STEM education was much more effective in helping participants develop problem-solving skills than online flipped learning TRIZ-STEM education. However, the online flipped learning model did not show superiority in improving teachers' creative thinking education and STEM teaching compared to the face-to-face approach. Based on the results, suggestions for future research were provided, emphasizing the potential of online flipped learning models for STEM teacher education. [ABSTRACT FROM AUTHOR]

Algebra is built upon strong arithmetic foundations, so a smooth transition from arithmetic to algebra is crucial. As part of the transition process to algebra, the meaning and use of letter symbols plays a critical role. Meanwhile, the lack of studies with teachers draws attention. Specifically, this study examines secondary school mathematics teachers' instructional practices related to the meaning of letter symbols in the transition from arithmetic to algebra. Through the use of a case study design, the study was conducted in the academic year 2021-2022. The study group consisted of six mathematics teachers from secondary schools. In-class observations and clinical interviews were used as data collection tools. Qualitative analyses were conducted on in-class observations of teachers. According to the findings of the study, the teachers made the transition from informal symbols to letter symbols rapidly, without adequately emphasizing the meanings of the letter symbols. Teachers' practices regarding the meaning of letter symbols should be guided by in-service trainings conducted in this regard. [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.)

With the surge in publications on mindfulness in recent years, there has been a significant increase in studies focusing on teacher mindfulness; thus, teacher mindfulness has emerged as an important research topic and a priority field of study. This bibliometric research employed science mapping tools to analyze Web of Science (WoS) indexed journal publications centered on teacher mindfulness. This review aims to trace the evolution of research in the field of teacher mindfulness over the past two decades. An examination of 165 publications revealed that interest in teacher mindfulness has grown substantially since 2016. The results also provide to the most influential scientists in the field, highlighting the authors' countries of origin, collaborative efforts between countries, and global coreference networks. A keyword analysis was incorporated into the study to showcase current trends in teacher mindfulness research. Recommendations are provided to inform policy development on teacher mindfulness and to set a direction for future research. [ABSTRACT FROM AUTHOR]

The aim of this exploratory sequential mixed methods study was to examine the beliefs of Early Childhood Education teachers regarding the enculturation process of children. Eleven 2-year-old classroom teachers (Mage = 40.64; DT = 7.43; 81.81% female) participated in the qualitative phase, and 256 teachers (Mage = 42.25; DT = 9.78; 90.3% female) participated in the quantitative one. Based on interviews, four main themes were identified: Routines and habits, Values, Models of behavior, and Knowledge. Based on the qualitative results, an instrument was created to measure the teachers' beliefs regarding enculturation in Early Childhood Education and Care. High convergence was obtained between the qualitative and quantitative results, supporting the idea that teachers are active agents of enculturation and social role models for children. We conclude that enculturation should be a curricular objective and that it deserves a greater presence in professional development programs for Early Childhood Education teachers. [ABSTRACT FROM AUTHOR]

Purpose of this reseacrh how the Role of Teachers in Improving Digital Literacy Competencies in the Digitalization Era. In the rapid development of technology, teachers must have a strong understanding of technology and how to use it effectively in the learning process. They must be familiar with the latest technological devices and applications that can enhance their learning. This research departs from qualitative research that focuses on an in-depth understanding of social phenomena through direct observation, in-depth interviews, and other techniques that aim to explore the meaning, experience, and views of the research subjects. Teachers must also be able to teach students about digital skills and information literacy, including the ability to access, evaluate, and use information critically. Teachers play a role in 10 roles, including as facilitators, and managers of technology-based learning. They must have a deep understanding of relevant technologies and be able to integrate them into the learning process. By departing from qualitative methods, later this research can answer the Role of Teachers in Improving Digital Literacy Skills in Facing the Challenges of Change in the Digitalization Era. [ABSTRACT FROM AUTHOR]

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

Copyright of Knowledge: International Journal is the property of Institute for Knowledge Management 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.)

This article contributes to the field of entrepreneurship education (EE) research by raising the question of vocational teachers’ ability to respond to the students’ need for entrepreneurial guidance. The main research question in this article is: How do VET teachers’ EE teaching practices match with the learning needs of the students. Two types of quantitative data and the theory of guided preparation are used to answer this question. The first part of the data was collected from Finnish VET teachers and the second part from Finnish ninth graders applying for VET. Based on these two datasets, a four-field matrix was formed and how teachers are successfully able to boost students’ entrepreneurial preparedness was analysed. The research findings have implications for guidance within VET, both for the students and the teachers. The results combining the teachers’ EE practices with students’ learning needs open a wide range of new possibilities to understand the relevance and timeliness of EE. [ABSTRACT FROM AUTHOR]

The readiness of teachers facing the learning era must be investigated because teachers must be creative to improve student’s learning experiences. Using the TPACK framework, there is a complex relationship between teachers’ knowledge of technology, pedagogy, and content which in the research focuses on economics knowledge. Thus, this study has three objectives. First, to determine the ability, knowing their capacity in age and gender of high school/vocational teachers in East Java. The data were collected from 189 teachers in high schools/vocational in East Java. The collected data were analyzed using a descriptive quantitative method. The main findings revealed that 90% of teachers had high mastery of technology knowledge, nearly a 100% of teachers had high pedagogical competence, and the majority had moderate economics knowledge. Furthermore, based on gender and age, no significant difference was observed in technological knowledge, pedagogy competence, and economics knowledge in East Java high schools/vocational teachers. [ABSTRACT FROM AUTHOR]

This study explores how digital library services influence the efficiency of academic research development among English teachers. By comparing traditional searching methods with digital tools, the research highlights improvements in time management, accuracy, and psychological motivation to study academic literature and publish own research materials. Data were collected through surveys and interviews with teachers of the Foreign Language department in the Tashkent Pediatric Medical Institute. The findings suggest that adopting digital library services significantly enhances operational efficiency, providing a competitive motivation among teachers to develop professional academic research skills. [ABSTRACT FROM AUTHOR]

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco 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.)

Preparing subject teachers for understanding and implementation of curriculum and Assessment policy statement in schools has become a concern in nations as a way to strive for excellence. Yet, there is a little known about the understanding of curriculum policy than its effectiveness in the school. This study explored teacher understanding of Curriculum and Assessment Policy Statement (CAPS) document implementation. The study employed a qualitative approach, utilizing a case study research design. The interpretivism paradigm was applied to gain an in-depth understanding secondary of teachers' perspectives on the implementation of the CAPS. The population of the research study consisted of 100 teachers in Capricorn District, and the sample of this study consisted of ten (10) teachers who were selected using a convenient sampling technique. Data was collected using individual, semi-structured interviews and focus group interviews, and was analyzed using thematic data analysis method. The study concluded that internal and external workshops could serve the purpose of implementing the CAPS document in the classroom. In addition, movable resources, for better implementation of the CAPS document in the classroom. Lastly, for researchers, these findings may help with further research on strategies to be implemented in schools to encourage constant use of the CAPS document. The unique contribution of this article to existing research on the classroom implementation of CAPS guidelines is to address the gap identified by ineffectiveness of the subject policy to the secondary teaching. [ABSTRACT FROM AUTHOR]

Background: Norovirus gastroenteritis outbreaks were common in schools and kindergartens and were more related to faculty knowledge, attitude, and practice level. Gastroenteritis outbreaks caused by norovirus in educational institutions were the prominent cause of Public Health Emergency Events in China. This study aimed to explore the transformation in the contribution of KAP items related to outbreak prevention before and after intervention and the impact of demography factors on the intervention. Methods: This study sampled 1095 kindergarten and 1028 school staff in Shenzhen, China. We created a questionnaire consisting of 35 items in 4 parts, and each item was rated on a scale of 1–5 according to the accuracy. Univariate analysis of non-parametric tests and binary logistic regression were used to estimate the score difference on demographic characteristics, each item and KAP. The odds ratios (OR) with 95% confidence and intervals (CI) for the association between statistical indicators were mainly used to explain the effects before and after intervention. Results: Overall, 98.72% and 74.9% of the kindergarten and school participants were female, and all respondents had the highest scores difference of practice. Following intervention, univariate analysis indicated that primary school and female respondents achieved higher knowledge scores. Staff age beyond 35 (OR = 0.56, CI:0.34–0.92; OR = 0.67, CI:0.50–0.90) and with more than ten years of service (OR = 0.58, CI:0.36–0.91; OR = 0.38, CI:0.17–0.84) demonstrated a significantly lower post-intervention score for attitude and practice in both kindergartens and schools. The staff members exhibited a general lack of familiarity with the transmission of aerosols and the seasonal patterns of NoVs diarrhea pandemics. Item analysis revealed that kindergarten staff aged 26 and above demonstrated superior performance in terms of the efficacy of medical alcohol for inactivation (OR = 1.93, CI:1.13–3.31) and management strategies for unexplained vomiting among students (OR = 1.97, CI:1.21–3.18). Private school personnel displayed more significant improvement in their practices following educational interventions. School administrators' negative attitudes were primarily evident in their perspectives on morning inspections (OR = 0.11, CI:0.05–0.84). Conclusions: The potential negative impact of faculty age on NoVs-related knowledge can be mitigated by the positive attitudes fostered through seniority. Furthermore, it is imperative to urgently address the lack of knowledge among administrators, and the identification and treatment of vomiting symptoms should be emphasized as crucial aspects of school prevention strategies. Therefore, education authorities should implement comprehensive public health interventions in the future. [ABSTRACT FROM AUTHOR]