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i-manager's Journal on Educational Psychology (JPSY)

Current Issue Vol. 17 Issue 3

Creative Teaching: A Conceptual Framework
Examining Measurement Invariance of Different SWLS Measurement Models According to Gender
Sources of Geography Class Enjoyment and Boredom among Bhutanese Secondary School Students
The Emergence of a Large Disadvantaged Group after the Earthquake Disaster in Turkey on February 6, 2023, and Investigation of Inclusive Education Policy
Academic Stress among Higher Secondary School Adolescents during the Covid-19 Pandemic Context
Development and Validation of Emotional Competence Scale (ECS) for Upper Primary School Students

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Volume 16 Issue 2 August - October 2022

Research Paper

Examining the Relationship between Teachers' Emotional Intelligence and their Openness to Change

Ayla Koç* , Yusuf ?nandi**

*-** Department of Educational Administration, Mersin University, Icel, Turkey.

Koç, A., and İnandi, Y. (2022). Examining the Relationship between Teachers' Emotional Intelligence and their Openness to Change. i-manager’s Journal on Educational Psychology, 16(2), 1-14. https://doi.org/10.26634/jpsy.16.2.18962

Abstract

The purpose of this study is to reveal the relationship between teachers' emotional intelligence and their openness to change. A literature review was conducted regarding the topic, and the concepts of openness to change and emotional intelligence were examined. Attempts were made to explain the importance and causes of openness to change, plus variables and personal characteristics related to this concept. In this context, individuals with high emotional intelligence were considered to be more open to change. In order to determine this, a correlational survey model was used in the study. The study population consists of teachers working in public preschools, primary schools, secondary schools, and high schools in the central districts of Mersin Province in the 2021–2022 school years.The study sample consists of 474 (MEB, 2021) teachers working in central districts of Mersin who were selected through disproportionate sampling by including all teachers present at schools during the data collection. The research data were collected using the Openness to Change Scale developed by Dunham et al., (1989) and adapted into Turkish by Bingül (2006), and the Rotterdam Emotional Intelligence Scale developed by Linden and Born (2018) and adapted into Turkish by Tanrıöğen and Türker (2019). As a result of the study, the gender and education level variables caused significant differences in teachers' levels of emotional intelligence and openness to change. In addition, there was a significant relationship between teachers' emotional intelligence and their openness to change, and teachers' emotional intelligence scores significantly predicted their level of openness to change.

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Research Paper

Differential Item Functioning Across Gender on Three Subtests of EGMA

Brian Mumba*

University of Lusaka, Lusaka, Zambia.

Mumba, B. (2022). Differential Item Functioning Across Gender on Three Subtests of EGMA. i-manager’s Journal on Educational Psychology, 16(2), 15-25. https://doi.org/10.26634/jpsy.16.2.19008

Abstract

Researchers in educational measurement use Differential Item Functioning (DIF) to examine whether test items are functioning uniquely across subgroups of test participants while taking into account their ability level. DIF is essential for test validity arguments, thus making it a necessary part of validity studies. This study examines DIF across gender on three subtests of the Early Grade Mathematics Assessment (EGMA) (number identification, number discrimination, and recognition of number patterns) using a logistic regression procedure. Study participants were Grade 2 and Grade 3 primary students who participated in the 2018 Early Grade Mathematics Assessment Survey in Zambia. The study employed a three-step logistic regression procedure on test items for number identification, number discrimination, and recognition of number patterns to determine whether DIF was present or not. The results, on the whole, show that none of the subtest items of number identification, number discrimination, and recognition of number patterns showed DIF.

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Research Paper

Rural Teachers Preparation for Inclusive Education in Zimbabwe: A Case of Gutu District Primary Schools in Masvingo Province

Peter Makaya*

Ministry of Education, Masvingo, Zimbabwe.

Makaya, P. (2022). Rural Teachers Preparation for Inclusive Education in Zimbabwe: A Case of Gutu District Primary Schools in Masvingo Province. i-manager’s Journal on Educational Psychology, 16(2), 26-37. https://doi.org/10.26634/jpsy.16.2.19011

Abstract

The study used a phenomenological design with semi-structured interviews to explore rural teachers' preparation for inclusive education in Zimbabwe. A sample of 20 teachers from 20 primary schools in Gutu District were interviewed, along with various aspects related to their knowledge of inclusive education and strategies for including learners with autism in mainstream classrooms. The study revealed that most rural school teachers have low knowledge and skills about inclusive education. It was also found that factors such as lack of in-service training, and lack of resources were among the challenges faced by rural teachers in preparing for inclusive education. It is concluded that effective inclusive education is still facing a lot of challenges in rural schools in Zimbabwe, and to make it a reality, the study recommends that the Ministry of Primary and Secondary Education (MoPSE) and educational stakeholders work together with rural teachers to ensure the availability of equipment and materials for effective learning for both learners with and without autism. The study recommends that, provision of regular in-service training and workshops could help many teachers gain appropriate knowledge and skills in teaching learners. Furthermore, rural schools are challenged to provide the latest technological developments and adequate resources to facilitate inclusive learning.

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[15]. Keener, N. L. (2018). Teacher Perceptions of Inclusion and Students with Autism. (Doctoral dissertation, East Tennessee State University).

[16]. Lamport, M. A., Graves, L., & Ward, A. (2012). Special needs students in inclusive classrooms: The impact of social interaction on educational outcomes for learners with emotional and behavioral disabilities. European Journal of Business and Social Sciences, 1(5), 54-69.

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[27]. Mpofu, J., & Shumba, A. (2012). Challenges faced by students with special educational needs in early childhood development centers in Zimbabwe as perceived by ECD trainers and parents. The Anthropologist, 14(4), 327-338. https://doi.org/10.1080/09720073.2012.11891254

[28]. Mpofu, J., Gasva, D., Mubika, A. K., & Gwembire, J. (2012). Introduction to autism and Special Needs Education. Zimbabwe Open University, Harare.

[29]. Mutepfa, M., Mpofu, E., & Chataika, T. (2007). Inclusive education in Zimbabwe. Childhood Education, 83(6), 342.

[30]. Nel, M., Engelbrecht, P., Nel, N., & Tlale, D. (2014). South African teachers' views of collaboration within an inclusive education system. International Journal of Inclusive Education, 18(9), 903-917. https://doi.org/10.1080/13603116.2013.858779

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Organizational Citizenship Behaviors and Organizational Performance in Ethiopian Private Higher Education Institutions: An Empirical Evidence

Solomon Markos* , Meron Bezabih**

* School of Commerce, Addis Ababa University, Addis Ababa, Ethiopia.

** School of Business, St. Mary's University, Addis Ababa, Ethiopia.

Markos, S., and Bezabih, M. (2022). Organizational Citizenship Behaviors and Organizational Performance in Ethiopian Private Higher Education Institutions: An Empirical Evidence. i-manager’s Journal on Educational Psychology, 16(2), 38-54. https://doi.org/10.26634/jpsy.16.2.19064

Abstract

As competition increases, organizations rely more on employees who go beyond the job requirements stipulated in their contractual agreements. Therefore, there is a call for Organizational Citizenship Behavior (OCB). Employees who demonstrate organizational citizenship behavior identify themselves with their organization and are willing to go the extra mile to improve organizational performance. In cognizant of this, several scholars are attracted to investigate Organizational Citizenship Behavior (OCB). This study attempts to determine the effect of Organizational Citizenship Behavior on organizational performances in the context of Ethiopia's private higher education institution by taking St. Mary's University as a case. The target population of this research is the academic staff of the university. A sample of 150 academic staff was selected by employing a simple random sampling technique to collect data through a questionnaire, and 15 department and faculty deans were interviewed. An explanatory design along with a sequential mixed approach has been employed to meet the study objectives. The research findings revealed that altruism, conscientiousness, sportsmanship, and civic virtue behaviors positively and significantly predict organizational performance in higher education. Altruism is found to be the most significant behavior that influences organizational performance in higher education.

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Emotional Intelligence and Adjustment of B.Ed. Student Teachers

Seema P. V.* , Padmanabha C. H.**

*-** Institute of Education, Srinivas University Mangalore Karnataka, India.

Seema, P. V., and Padmanabha, C. H. (2022). Emotional Intelligence and Adjustment of B.Ed. Student Teachers. i-manager’s Journal on Educational Psychology, 16(2), 55-60. https://doi.org/10.26634/jpsy.16.2.18862

Abstract

Emotional Intelligence and Adjustment are the essential conditions for living a healthy and wealthy life. From birth to death, everyone require healthy adjustments in all aspects of life. Adjustment problems, stress levels and homesickness are all supposed to be reduced for the development of a well-balanced personality. Emotional intelligence was thought to be responsible for reducing adjustment problems, stress levels and homesickness. Emotions play a significant role in influencing and guiding actions. Emotions are often seen as dominating the behavior to the point where everyone have no choice but to behave in accordance with their wishes. Subsequently, emotions are found to be providing a specific direction to behavior. These emotions aid in the development of personality. This study made an effort to find levels of emotional intelligence among science and arts student teachers. The present study consists of 50 samples equally divided into two groups (i.e., science and arts). Emotional intelligence tool used was constructed and standardized by Ankool Hyde, Sanjyot Pethe, and Upinder Dhar, and an adjustment scale was constructed and standardized by Prof. A.K. Sinha and R.P. Sina, for the collection of data. Statistical techniques such as mean, SD, and t-test are used for data analysis. The result reveals that 22% of student teachers have high emotional intelligence, 68% of student teachers have average emotional intelligence, and 10% of student teachers have low emotional intelligence. From the study, it is concluded that there is no significant difference between the Emotional Intelligence scores of Science and Arts student teachers. There is no significant difference between the adjustment scores of science and arts student teachers. There is a significant relationship between emotional intelligence and the adjustment of B.Ed. student teachers at Srinivas University.

References

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i-manager's Journal on Educational Psychology (JPSY)

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Volume 16 Issue 2 August - October 2022

Examining the Relationship between Teachers' Emotional Intelligence and their Openness to Change

Ayla Koç* , Yusuf ?nandi**

*-** Department of Educational Administration, Mersin University, Icel, Turkey.

Koç, A., and İnandi, Y. (2022). Examining the Relationship between Teachers' Emotional Intelligence and their Openness to Change. i-manager’s Journal on Educational Psychology, 16(2), 1-14. https://doi.org/10.26634/jpsy.16.2.18962

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Differential Item Functioning Across Gender on Three Subtests of EGMA

Brian Mumba*

University of Lusaka, Lusaka, Zambia.

Mumba, B. (2022). Differential Item Functioning Across Gender on Three Subtests of EGMA. i-manager’s Journal on Educational Psychology, 16(2), 15-25. https://doi.org/10.26634/jpsy.16.2.19008

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Rural Teachers Preparation for Inclusive Education in Zimbabwe: A Case of Gutu District Primary Schools in Masvingo Province

Peter Makaya*

Ministry of Education, Masvingo, Zimbabwe.

Makaya, P. (2022). Rural Teachers Preparation for Inclusive Education in Zimbabwe: A Case of Gutu District Primary Schools in Masvingo Province. i-manager’s Journal on Educational Psychology, 16(2), 26-37. https://doi.org/10.26634/jpsy.16.2.19011

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Organizational Citizenship Behaviors and Organizational Performance in Ethiopian Private Higher Education Institutions: An Empirical Evidence

Solomon Markos* , Meron Bezabih**

* School of Commerce, Addis Ababa University, Addis Ababa, Ethiopia. ** School of Business, St. Mary's University, Addis Ababa, Ethiopia.

Markos, S., and Bezabih, M. (2022). Organizational Citizenship Behaviors and Organizational Performance in Ethiopian Private Higher Education Institutions: An Empirical Evidence. i-manager’s Journal on Educational Psychology, 16(2), 38-54. https://doi.org/10.26634/jpsy.16.2.19064

Abstract

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Emotional Intelligence and Adjustment of B.Ed. Student Teachers

Seema P. V.* , Padmanabha C. H.**

*-** Institute of Education, Srinivas University Mangalore Karnataka, India.

Seema, P. V., and Padmanabha, C. H. (2022). Emotional Intelligence and Adjustment of B.Ed. Student Teachers. i-manager’s Journal on Educational Psychology, 16(2), 55-60. https://doi.org/10.26634/jpsy.16.2.18862

Abstract

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* School of Commerce, Addis Ababa University, Addis Ababa, Ethiopia.

** School of Business, St. Mary's University, Addis Ababa, Ethiopia.