THE EFFECT OF PERSONALITY DIFFERENCES IN COACHING AND MENTORING PRACTICE
Investigating the Factors Affecting Teacher Retention and Motivation in Bhutanese Schools: Insights from Former Teachers
The Impact of Learning Styles on Academic Performance in Adolescent Students
Parent-Teacher Collaboration as a Catalyst for Enhancing the Educational Outcomes of Children with Autism Spectrum Disorder (ASD) in Inclusive Settings in Masvingo District, Zimbabwe
Alexithymia and the Co-Occurrence of Emotional-Related Disorders in Children and Young People Attending an Independent Specialist Educational School
Impact of Collaborative Constructivist Teaching Methods on Enhancing Social Competence and Achievement of Secondary Students
Role of Teacher as Classroom Manager
Effect of Academic Stress on Achievement Motivation among College Students
The Role of Self-Fulfilling Prophecies in Education: Teacher-Student Perceptions
The Standing of Hands-On Learning in Education
Predictors of Academic Resilience among Students: A Meta Analysis
Cognitive Versus Learning Styles: Emergence of the Ideal Education Model (IEM)
Adolescents’ Computer Mediated Learning And Influences On Interpersonal Relationships
Observing Emotional Experiences in Online Education
The intelligence of the hands: studying the origin of pedagogical craft education
Ideation training via Innovation Education to improve students’ ethical maturation and social responsibility
This study explored the influence of personality differences and their impact within coaching and mentoring relationships, through the use of the so-called Big Five personality traits: Openness, Conscientiousness, Extraversion, Agreeableness and Neuroticism. For analysis, surveys were conducted and semi-structured interviews were carried out with 100 participants from various industries. Using a mixed-methods approach, levels of data representation and analysis were evaluated using Pearson correlation and multiple regression for the purpose of validation. The research found statistically significant differences in relationships, with personality traits having a profound impact. Openness, Conscientiousness, Extraversion and Agreeableness had a positive correlation with effectiveness, while the trait Neuroticism had a negative impact. The compounded effect explained 68% variance in the effectiveness of coaching/mentoring. The findings provided insights into practice best-practices for added value in coaching and mentoring, with personalised approaches, effective communication, emotional support, trust building, flexibility and continuous feedback considered as key. The findings provide a comprehensive framework for understanding the relationship between understanding personality and their differences as a means to add value to coaching and mentoring prowess and improve outcomes in personal and professional terms.
Teacher attrition, or the voluntary exit of teachers from the profession, is a global challenge that adversely impacts the efficacy of education systems. This research aims to explore the factors that influence Bhutanese teachers' job satisfaction and career decisions, and to propose some policy recommendations to address the issues surrounding teacher attrition in Bhutan. The study adopts a qualitative approach based on the constructivist framework, employing semi-structured interview with 25 teachers who left the profession within the last five years. Thematic analysis of the interview uncovered three primary factors such as extensive workload, lack of recognition, and limited opportunities for professional development as the leading causes for teacher attrition. Based on the findings, the research suggests some strategies to improve teacher retention and motivation, such as reducing teacher workload and stress, providing more recognition and support for teachers, and creating more opportunities for teacher learning and growth.
This research explores the relationship between learning styles—visual, auditory, and kinesthetic—and academic performance in adolescent students. The primary objective is to investigate whether a student's dominant learning style significantly influences their academic achievement in various subjects. The study draws on data from 200 high school students aged 14-18, who completed a learning style questionnaire (VARK) to determine their dominant learning style. Academic performance was measured using students' GPA and subject-specific grades in math, science, language arts, and physical education. The analysis reveals correlations between certain learning styles and academic success in specific subjects. Visual learners performed significantly better in math and science, where visual materials such as charts and diagrams are heavily utilized. Auditory learners excelled in language arts, likely due to the verbal nature of instruction and assessment in this subject. Kinesthetic learners showed the highest performance in physical education, where hands-on, movement-based learning is emphasized. However, the overall GPA did not show a significant variation based on learning style, suggesting that other factors, such as motivation and study habits, also play critical roles in academic achievement.
This qualitative study explores the dynamics of parent-teacher collaboration in supporting learners with autism in inclusive classrooms in Masvingo District. The study used a sample of 6 teachers and 6 parents. Through semi-structured interviews and focus groups, the research reveals that family-centered collaboration is a prevalent strategy, with both parents and teachers valuing its benefits. However, challenges such as denial, lack of time, and poor communication hinder effective collaboration. The study recommends comprehensive training, dedicated communication platforms, flexible collaboration arrangements, and a supportive environment to enhance parent-teacher collaboration. By addressing systemic barriers and prioritizing collaboration, schools can improve inclusive education practices, ultimately benefiting learners with autism. This research contributes to the understanding of parent-teacher collaboration in autism support, providing insights for educators, policymakers, and stakeholders seeking to enhance inclusive education in Zimbabwean schools.
This study investigated the size of impact that emotional-related interventions had on the alexithymia scores of children and young people and the effectiveness of these interventions to guide practice in other specialist educational settings. Additionally, we hoped to understand the needs of young people in specialist educational provisions more holistically to obtain a clearer understanding of their emotions and associated regulation. The aims were to see an improvement in alexithymia scores, a reduction in somatic complaints and for students to be able regulate their emotions with greater success. Students and staff from an independent special school were invited to complete an array of quantitative measures which included the Alexithymia Questionnaire for Children (AQC), Somatic Complaints List (SCL) and Children’s Alexithymia Measure (CAM) at baseline and post-intervention. It was hypothesised that there would be a significant positive difference in alexithymia scores and a reduction of somatic complaints from baseline to post-intervention. Overall, the results depicted positive steps were being taken via the emotional-related interventions in reducing alexithymia scores, however the somatic complaints results were mixed.
Social Competence refers to having the behaviors, social skills, and intellectual capabilities needed to thrive in society. This includes the capacity to create, nurture, and maintain social relationships in various areas of life. This study investigates the effect of the Collaborative Constructivist Approach (CCA) to teaching social science on developing Social Competence and Achievement in Social Science. Emotional Maturity was considered as covariate. The researcher selected two schools through a simple random sampling technique. The social Competence Scale of V.P. Sharma and, Shukla and Shukla's Emotional Maturity scale by Yashvir Singh and Mahesh Bhargav, and the Achievement test Constructed and validated by the investigator were used. Descriptive statistics: Mean, Median, Mode, SD, and Inferential statistics t-tests and ANCOVA were used. The result reveals that the Collaborative Constructivist Approach is significantly more effective than the Conventional method in fostering Social Competence and Achievement in social science among secondary students.
