In this study, it was aimed to determine the effect of pressure groups and moral intensity on school administrators’ unethical behaviors according to teachers’ opinions. The study group of the research, which is causal comparative research, consists of 313 teachers. The research data have been collected by adapting the Openness to Violation of Ethical Decision (OVED) scale. In the research, descriptive statistics, one-way ANOVA with repeated measures and two-way ANOVA for factorial design have been applied. In the research, it has been found out that the school administrators’ possibility of behaving unethically varies according to the moral intensity and pressure groups. As the moral intensity decreases, it can be stated that the school administrators’ possibility of behaving unethically increases when the demand comes from bureaucratic and political pressure groups. The school administrators’ possibility of performing an unethical act with both low and high moral intensity shows a meaningful difference according to the pressure group and the level of relationship between the teacher and the administrator. School administrators’ possibility of performing an unethical act with high moral intensity shows a meaningful difference according to teacher’s gender. At the end of the study,some suggestions have been made by considering the limitations and results of the research.
The research was conducted to determine the needs of teachers for their continuous professional development and to create an individual professional development plan for this aim. For this purpose, descriptive survey model was used as amethod. There areboth qualitative and quantitative data in the research. The collection of research data was done in three stages. A survey was conducted in the first stage. At this stage, the population of the research consists of teachers from social networking networksfacebook, instangram and whatsApp, which are included in the teacher groups of 529.412 individuals. The sample is composed of507 teachers who voluntarily respond to the sharing in these groups. In the second phase of the study, focus group interviews were conducted with experts, teachers’ professional development needs were determined, and solutions were reported. In the third phase of the research method, relevant literature regarding the teachers’ professional development activities inthe world and howthese activities were carried out were collected through literature review. As a result of the research, the data gathered by the methods mentioned in the study were combined and an individual professional development plan proposal was prepared. The importance of individual professional development is emphasized for the professional development of teachers.
Abstract: Personalizing learning with technology in secondary schools is a way to empower students to take control of their learning. The more learners can direct their own learning experiences, including path, pace and instructional approach, the more they may learn what they want and need to learn. In a quasi-experimental design, data about the implementation and evaluation of three interventions in one secondary school in the Netherlands have been gathered with student questionnaires and regular exams. In these three interventions, each lasting one entire school year, teachers attempted to support their students’ autonomy in decisions during their learning process. Effects on students’ perceived autonomy support, learning motivation and their achievement have been examined. One intervention – the one with the highest scores on perceived autonomy support – shows small positive effects on students’ learning motivation and their achievement. Learner control over structural aspects of the curriculum, such as students’ autonomy to choose their tasks for practicing and reviewing and the way to complete them, is a possible effective way of designing personalizing learning in secondary education. In future research, more attention should be addressed to which combination of autonomy supportive activities might be effective. These effects might also be different for different student groups, based on, for example, their learning preferences and abilities.
Abstract: Although earthquakes themselves do not kill people, they highlight the critical importance of physical infrastructure resilience, safety measures and preparedness for natural disasters. Earthquakes are one of several environmental crises that can be categorized as a natural hazard/disaster. This study uses the qualitative method of research. The semi-structured interview with follow up questions among the educational actors like students, head/teachers, officials from the district education office and the local NGO staff working in the field of education before and immediately after the earthquake. The content analyses of curriculum of secondary level and textbooks of grade IX and X as well as field visit/observation were carried out during the study. The result and the conclusion of this study show that following the 2015 earthquake, the preparation of emergency bags helped children and their families gather essential items in a ready-to-go bag specifically designed for disaster situations. Simulation activities in schools helped prepare students for future disasters, and there were also many initiatives to reduce student and teacher trauma following the 2015 quake, including the development of a credited 5-hour teacher professional development (TPD) counselling programme. The inclusion of school disaster risk reduction (DRR) education in the curriculum and textbooks containing information on earthquakes, their cause, effects and preventive measures have now been disseminated in many languages including Nepali and
Abstract: This research aims to answer how the implementation of religious character education building based on school culture and conducted a successful program at SMAN 5 Yogyakarta (Yogyakarta 5 Public High School). This study is highly important to conduct since the religious character is an essential value in the learning process in Indonesia. The research subjects consisted of school principals, teachers, and students. Determination of the subjects carried out by purposive sampling. Data collection used interview, observation, and documentation. An interactively inductive data analysis technique performed data analysis with data reduction stages, data displays, and conclusion drawing. The results of the study showed that: 1) the implementation of religious character education building based on school culture was carried out through character building based on religious values, school climate based on religious values, extracurricular activities based on religious values, as well as building relationships between schools and the societies. 2) The impact of the strengthening program of character education produces two themes as follows: the growth of students’ religious awareness and the growth of tolerance among religious communities. The findings of this study indicated the importance of the school’s cultural base in implementing holistic religious character education programs in schools. This finding also strengthens the previous research findings, which had mentioned that the religious character is an essential character for students in a secondary school in Indonesia, and also strengthen that Indonesia’s society, in general, is religious people.